“Accepting the Challenge Together” · All Saints’ College, St Peter’s Campus Maitland – Student Handbook 2018 Page 4 Mission ASC Identity “And so we shall all come together

“Accepting the Challenge Together”

All Saints’ College, St Peter’s Campus Maitland – Student Handbook 2018 Page 2

TABLE OF CONTENTS

MISSION ................................................................................................................ ERROR! BOOKMARK NOT DEFINED.

ASC IDENTITY ................................................................................................................... ERROR! BOOKMARK NOT DEFINED. VISION STATEMENT ........................................................................................................... ERROR! BOOKMARK NOT DEFINED.

Diocese of Maitland-Newcastle .................................................................................. Error! Bookmark not defined.

TRADITION ............................................................................................................................................................... 6

MARIST FOUNDATION ...................................................................................................................................................... 6 ASC TRADITION .............................................................................................................................................................. 6 ALL SAINTS’ COLLEGE TRADITION .................................................................................................................................... 6 CONDITIONS OF ENROLMENT - STUDENT AGREEMENT ....................................................................................................... 7 LEADERSHIP ROLES ......................................................................................................................................................... 8

CHILD PROTECTION ................................................................................................................................................ 9

INFORMATION FOR PARENTS ............................................................................................................................................ 9 PREVENTION IN DIOCESAN SCHOOLS ................................................................................................................................ 9

ORGANISATION .......................................................................................................................................................10

SCHOOL SECURITY ......................................................................................................................................................... 10 ABSENCE ....................................................................................................................................................................... 10

Partial Absence ....................................................................................................................................................... 12 Sick or Injured Students ......................................................................................................................................... 13

BELL TIMES ................................................................................................................................................................... 14 COMMUNICATION ........................................................................................................................................................... 14

General .................................................................................................................................................................... 14 Assembly/Form Meetings ....................................................................................................................................... 15 Diary ....................................................................................................................................................................... 15 Newsletter ............................................................................................................................................................... 15 Notice Boards ......................................................................................................................................................... 15 PA System................................................................................................................................................................ 15 Student Services ...................................................................................................................................................... 15 Bursar ..................................................................................................................................................................... 16

DAILY PROCEDURES ....................................................................................................................................................... 16 Current Tutor Group Procedures ........................................................................................................................... 16 Movement between Lessons ................................................................................................................................... 16 Yard Procedures ..................................................................................................................................................... 16 Playground Security: .............................................................................................................................................. 17 Canteen Procedures ................................................................................................................................................ 17 Travel Procedures .................................................................................................................................................. 18 Bus travel is the preferred mode of transport. If students require train transport, they must take the most direct route to and from school. ........................................................................................................................................ 18 Pastoral Care ........................................................................................................................................................ 19

OVERVIEW ..................................................................................................................................................................... 19 Achieve .................................................................................................................................................................... 19 Positive Behaviour Support .................................................................................................................................... 19 Restorative Practices .............................................................................................................................................. 20 Positive Behaviour Support (PBS) Respect Matrix ................................................................................................ 20 Sentral..................................................................................................................................................................... 20

COUNSELLING ................................................................................................................................................................ 22 BEHAVIOUR MANAGEMENT ............................................................................................................................................ 22

The Intervention Plan System ................................................................................................................................ 22 School Representation ............................................................................................................................................ 23 Detentions - Applied Consequences........................................................................................................................ 23

BANNED ITEMS .............................................................................................................................................................. 26 RECORD OF SCHOOL ACHIEVEMENT (ROSA) .................................................................................................................. 27 NATIONAL ASSESSMENT PROGRAM-LITERACY AND NUMERACY (NAPLAN) .................................................................... 27 TIMETABLE INFORMATION ............................................................................................................................................. 28 SPORT ........................................................................................................................................................................... 28 EXCURSIONS/INCURSIONS .............................................................................................................................................. 28


CLASSROOM ................................................................................................................................................................... 29 Expectations ........................................................................................................................................................... 29 Student Absence from class .................................................................................................................................... 29 Home Learning and Study Guidelines .................................................................................................................... 29 Textbooks ................................................................................................................................................................ 32 Learn 2 Learn ......................................................................................................................................................... 32 Assessment Program .............................................................................................................................................. 33

REPORTING ................................................................................................................................................................... 38 Student Appraisal ................................................................................................................................................... 38 Semester Reports .................................................................................................................................................... 38

AWARDS ........................................................................................................................................................................ 39 Merit Awards .......................................................................................................................................................... 39 Semester Awards .................................................................................................................................................... 39 End of Year Presentation ....................................................................................................................................... 39

UNIFORM CODE ............................................................................................................................................................. 39 Requirement for Wearing School Uniform ............................................................................................................ 40 Hats ......................................................................................................................................................................... 41 Accessories .............................................................................................................................................................. 42 Grooming ................................................................................................................................................................ 42 Breaches of the Uniform Code ................................................................................................................................ 42

CYBERSAFETY USER AGREEMENT FOR ................................................................................................................43

SECONDARY STUDENTS .........................................................................................................................................43

SECTION A: INTRODUCTION.......................................................................................................................................44

SECTION B: CYBERSAFETY RULES FOR SECONDARY STUDENTS ..................................................................................44

SECTION C: SECONDARY SCHOOL CYBERSAFETY USER AGREEMENT ..........................................................................46

STUDENT LEADERSHIP ..........................................................................................................................................47

STUDENT LEADERSHIP TEAM ......................................................................................................................................... 47 SCHOOL LEADERS .......................................................................................................................................................... 47 STUDENT REPRESENTATIVE COUNCIL ............................................................................................................................. 47 HOUSE CAPTAINS ........................................................................................................................................................... 47 TUTOR GROUP LEADERS ................................................................................................................................................ 47


Mission

ASC Identity

“And so we shall all come together so that in oneness of faith and in our knowledge of the Son of God, we shall become mature people reaching to the very height of Christ’s full stature.”

Eph. 4: 13-14

All Saints’ College is a Catholic, coeducational college conducted under the auspices of the Catholic Schools Office, Diocese of Maitland-Newcastle. All Saints’ College currently comprises two campuses: St Mary’s and St Peter’s. St Peter’s is a Year 7-10 school and St Mary’s is a Year 11-12 school. The name “All Saints”, was not only chosen to encompass the two patrons of the existing schools, but also to seek the protection and patronage of all the Saints of the Church. The patronal Feast of the College is 1st November.

Vision Statement Diocese of Maitland-Newcastle All Saints’ College, St Peter’s Campus receives its mandate to operate from the Catholic Bishop of the Maitland-Newcastle Diocese, and is part of the Catholic Education Diocesan system. As such, it draws its inspiration from the Bishop and the local Church, and works in harmony with the Catholic Schools Office. The College tries to match its own educational efforts with the Nature and Purpose of Catholic Schools in the Diocese of Maitland- Newcastle document published in 2011. Inspired by the message and example of Jesus Christ, Catholic schools live out a distinctive educational vision. Supported by the Catholic community of which they are a vital part, they invite students and their families into a faith‐filled educational experience. As a key ministry of parishes and the diocese, Catholic schools encourage and support parents in their responsibility for the faith formation of their children. This formation is supported by prayer and opportunities to participate in the life, mission and liturgy of the broader Catholic community. Our schools commit to:

1. nurturing each individual’s growth in faith and unique potential 2. offering outstanding educational experiences founded on Catholic values 3. fostering partnership between parents and staff in the education of their children 4. creating communities of respect for each other, the wider society and the earth 5. encouraging active engagement in social justice issues, the service of others and the promotion of peace.

Catholic schools are part of a long tradition of Catholic education provided by religious and lay teachers in Australia and this diocese for over 180 years. They fulfil parents’ rights to choose the schooling for their children which reflects their own values, beliefs and hopes. Schools Council & Caolic Schools Office 8 4 1 H n t e r S t a schools t l NW 2 3 0


Vision and Mission

All Saints’ College, St Peter’s Campus receives its mandate to operate

from the Catholic Bishop of the Maitland-Newcastle Diocese, and is part

of the Catholic Education Diocesan system. As such, it draws its inspiration from the Bishop and the local Church, and works in harmony

with the Catholic Schools Office. The College tries to match its own

educational efforts with the Vision Statement of the Diocese of Maitland-Newcastle

Vision

Crest and Motto

At St Peter's, we seek the development of community through open and honest, Christ

centred relationships. We are dedicated to the development of the whole person within

a structured and nurturing community. We respect the uniqueness of all members and

instil hope for the future.


Tradition Marist Foundation

The history of our school is a unique story over 175 years of education. Over that time the school has continually changed and adapted to meet the ever changing educational needs of children in the Maitland area. St Peter's traces its foundation back to humble beginnings in a cottage in Hunter St in 1838. At the time a group of lay teachers established a school to educate Catholic primary school boys in the Maitland area. Known as St John's Boys school the school remained in Hunter St until a new building was constructed in Free Church St in 1874. In 1898, at the invitation of Bishop Murray, seven Marist Brothers moved to Campbell's Hill and three, including Principal Brother Anthony Rodgers, travelled to Maitland to teach at the school. In 1917 the brothers started to educate boys to the intermediate level and by 1919 there were 166 primary students and 64 secondary students enrolled. At this time it was the only Catholic boys school in the Maitland Newcastle area educating students to Leaving Certificate level from as far afield as Newcastle and Singleton. The school became known as Marist Brothers High School, Maitland and increased its enrolments steadily from this time until the 1970. In 1970 the primary section of the school was closed and in 1971 Years 11 and 12 became co-educational with girls coming from St Mary’s High School to complete their schooling. At this time the school enrolment was around 580 students in three streams with 15 Brothers and 2 Dominican sisters on staff. In 1984 the Marist Brothers order decided to withdraw from Maitland and from 1985 the school became known as St Peter’s High School.

ASC Tradition

All Saints’ College Tradition

Starting in 2018, All Saints’ College will move into a phase with a dual campus arrangement (Years

7 – 12).

Since 1995 St Peter’s has maintained an enrolment of over 800 students with seven or eight streams in each form. In 2011 a major building project was completed. Construction consisted of a new library building (Marcellin Place) encompassing 8 new classrooms and the refurbishment of the existing library block (Clarence Wing) into 4 Science labs, 2 art rooms, 2 teaching classrooms and a Theatrette. In 2012 a major renovation also took place along with the construction of a new TAS facility, new music rooms and a new wing on the Administration block (monastery building).


Conditions of Enrolment - Student Agreement

1. I understand and agree that: (a) In enrolling at St Peter’s, I undertake to support positively the school in all aspects of Religious Education including participation in Religious Studies, retreat programme, liturgical events and class masses, regardless of my own personal beliefs. (b) I must abide by the School Rules and Policies as interpreted by the school. I understand that if my attitude, progress or behaviour is not acceptable, in the school’s opinion, I may be required to attend lunch time and out-of-school detentions, be excluded from school activities, receive internal and external suspensions or be expelled. Expulsion is used as a last resort for behaviour of gross misconduct, extremely grave breaches of school rules and behaviour that is persistently disruptive and/or dangerous.

(c) The school may publish within school newsletters, on the school network and school website and in school promotional material names and photographs of me, unless there is a request in writing for this not to occur. (d) I am responsible for my personal belongings and the school will not be liable for any loss or damage of these belongings.

2. I agree to :

a. participate in events organised by the school;

b. to accept and support the Pastoral Care Policy;

c. be responsible, with the help of my teachers, for my programme of learning;

d. attend school and all classes regularly and on time;

e. notify teachers in advance if, for any reason, I cannot attend a class activity;

f. wear the school uniform and sports uniform according to the expectations set down in the Uniform Code and the requirements for wearing it correctly;

g. act politely and in a co-operative manner while at St Peter’s and travelling to and from school;

h. give myself the best opportunity to learn and to allow others to learn in class by being positive, co-operative and respectful to teachers;

i. follow Sun Safe Policy and wear the school hat when undertaking practical PE lessons, during sport, during recess, lunch, before and after school;

j. Abide by the PBS Respect Matrix of respecting myself, others and the environment whilst at and representing St Peter's;


Staffing

Leadership Roles

There are approximately 65 teaching staff, as well as 17 support staff on the Campus. Positions of responsibility are:

College Principal Mr Tim Cleary

Head of Campus

Mr Bernard Burgess

Assistant Principal - Wellbeing Mrs Kathryn Johnstone

Assistant Principal - Learning

Mrs Claudette Stace

Assistant Principal – Mission & Faith Mr Michael Fuller

Administration Coordinator

Miss Sarah Elliott

Leaders of Learning

Religious Studies - Mr Gregory Tierney English – Miss Sophie Cox

Mathematics – Mrs Melissa Hurn Science – Mrs Vicki Grogan Griffin

HSIE – Mr Michael Flanagan PDHPE – Mr Shane Whereat

Creative & Performing Arts – Mrs Eva Frize TAS - Mr Ken Jordan

Learning Technology – Mrs Sue Abela

Student Coordinators – 2017 Year 7 – Mrs Raeleen Austin Year 8 – Mrs Melissa Lidbury

Year 9 – Mr Nick Wall Year 10 – Mr Paul Venables

Academic Care – Mrs Debbie Scott Wellbeing – Mrs Rebecca Cornwall

Learning Support Coordinator

Mr Benjamin Whiting

Sport Internal/External sport – Mrs Kylie Stock


Child Protection

Information for Parents

The Catholic Schools Office promotes an absolute commitment to the safety, welfare and wellbeing of all children, particularly those attending the Catholic schools of the Diocese of Maitland-Newcastle.

“Protecting children is one of our most sacred trusts.” (Bishop Bill Wright, 2012) Diocesan schools comply with a range of state legislation designed to protect children, including:

The Children and Young Persons (Care and Protection) Act 1998 The Ombudsman Act 1974 (Part 3A) The Commission for Children and Young People Act 1998 and the Child Protection

(Working with Children) Act 2012 The Diocesan Child Protection Unit oversees child protection practices in all Catholic schools in the Diocese, as well as providing a range of preventative services and responding to allegations of abuse.

Prevention in Diocesan Schools Screening Any person who is the preferred candidates for employment in CSO schools, is required to undertake a pre-employment screening process known as the Working with Children Background Check. Any volunteer who is engaging in an activity with children in school, during which the volunteer may be unsupervised at any time, is required to make a statutory declaration known as the Student/Volunteer Declaration. This means that parents or family members will be asked to sign such a Declaration if they wish to be involved as a volunteer with the children in our schools. Declarations are available from Mrs Mary Foxall, the Principal’s Assistant. Volunteers must read the Declaration, sign it and return it to Mrs Mary Foxall. For further information relating to Child Protection, you can contact the Diocesan Child Protection Unit on (Ph. 4979 1390), or seek information online at http://www.mn.catholic.org.au/bishop/dcppcu.htm


Organisation School Security

All Saints’ College St Peter’s is situated on a unique site: the campus is spread over three sites crossing both Free Church Street and Hunter Street. This makes security a difficult exercise due to the number of access points that need to remain open across public land. ALL visitors to the school, including parents and other family members wishing to contact a student, are to go to the Main Office (accessed via High Street or the car park off Free Church Street). This is to ensure the safety of all students in the school and to avoid embarrassment if staff members ask unidentified visitors to leave the school premises. Parents are asked to wait for children after school outside the school grounds. This will enable staff to easily identify any person on the school grounds. Please assist us by following these procedures and enable our staff to provide a safe environment for your children.

Absence From 2012 the NSW Board of Studies implemented new attendance requirements for children in NSW schools. The new requirements include a range of changes to absence codes, reflecting changes in school based pathways in recent years (Vocational Education work placement etc) and stricter guidelines surrounding general absence. Why must I send my child to school? Education in New South Wales is compulsory. This means all children from six years of age and under the minimum school leaving age of 17 are legally required to attend school. Must I send my child every day? YES. It is a condition of enrolment that you send your child to school every day. A small number of absences may be justified. Must my child attend all activities, including daily fitness and sport? YES. Children are expected to attend all regular school activities, including sport. Medical and other health appointments for your child should be made either before or after school or during the school holidays. What should I do if my child has to stay away from school? If your child has to be absent from school, it is important to tell the school and provide a reason for your child’s absence. Each day, any unexplained absence will result in a text message (or where there is no mobile phone nominated, a phone call) from the school to home. If you receive this message you are required to respond by note, fax or email to the school or telephone the school, or visit the school within seven days or the absence will be recorded permanently as an unexplained absence in accordance with the Department of School Education Requirements. All absences will be recorded on the Sentral database in attendance records. Principals are legally responsible for keeping accurate records of student attendance. The Principal of the school has the right to question parents’ or carers’ requests for their child to be absent from school. Principals are also responsible for deciding if the reason given for an


absence is justified. For this reason, Principals may request medical certificates or other documentation for long or frequent absences explained by parents as being due to illness. If Principals don’t consider an explanation to be satisfactory, they will record the absence as unjustified. What should I do if our family is going on holiday in school time? Parents and carers are encouraged not to withdraw their children from school for family holidays. If your family holiday is during school time, inform the school Principal in advance and request leave and/or an exemption from school. For any families seeking leave of absence from school of 5 to 10 consecutive school days, an Application for Principal’s Approved Leave must be obtained from the Main Office. For 11 or more consecutive school days, an Application for Extended Leave (Travel) must be obtained from the Main Office. What if my child continues to have unsatisfactory attendance? It is important to understand that the Catholic Schools Office may take further action in cases where children of compulsory school age have recurring numbers of unjustified absences from school. This can include requesting that parents and sometimes their child go to a compulsory attendance conference to help identify the barriers to the child’s attendance and implement strategies with parents, the school and other agencies who might be able to assist. If all attempts by schools and systems to improve attendance have been unsuccessful, fines imposed by the Local Court can reach a maximum of 100 penalty points. This is equivalent to a maximum of $11,000.00. If you are having problems with your child attending school you should contact the relevant Student Coordinator as soon as possible to discuss the issue and ask for help. At what age can my child leave school? All New South Wales students must complete Year 10. After Year 10 and until they turn 17 years of age students must be:

in school or registered for home schooling, or

in approved education or training (e.g. TAFE, traineeship, apprenticeship)

in full time, paid employment (average 25 hours per week) or in a combination of work, education and/or training.

Children now only have limited days of approved leave during the year. It is the responsibility of the parent or guardian to provide an explanation for any whole day or part day absences (including lateness). An explanation must be received within seven days or the absence will be recorded as “unjustified”.


Acceptable reasons for absences include:

1. Sickness: Where the sickness is in excess of four consecutive school days a medical certificate may be requested.

2. Leave: This is granted for situations (as specified by the Act) such as misadventure and participation in special events. All leave is granted at the Principal’s discretion. If a reason for absence is not accepted by the Principal the absence will be deemed as “unjustified”. This applies to notes, which do not indicate a reason for the leave.

All of the above applies to lateness and other partial absences. Attendance at St Peter’s Campus is recorded on the school’s central computer system. Unjustified absences are also noted. St Peter’s takes its responsibility of “duty of care” very seriously. The school needs to be kept informed of reasons for absences. This may be in advance if the period of leave is extensive. All notes explaining absences and lateness and must include the following information: full name, a reason (family commitments are not acceptable), parent or guardian signature, date and relevant times. The school can be notified of an absence or lateness to school via one of the following options:

Phone 4933 6933 (answering machine is available until 8am and after 4pm)

Fax 4934 1178

Email [email protected]

Skoolbag App – St Peter’s Campus E forms

Note Further information regarding school attendance [email protected]

Partial Absence If students arrive late to school, they are to report to Student Services to have their name added to the roll. They will use their Student Card to record their arrival time, this will be recorded on Sentral and a slip issued. This must be shown to their class teacher. Students who are late to school should have a note of explanation from parents. As a general rule, students are not permitted to leave the school grounds during the day except for exceptional circumstances and with written parental permission. Urgent appointments that must be made during school hours need a signed note requesting leave. The note goes to Student Coordinators during Tutor Group, with a reason for requesting the leave clearly noted, and a Leave Pass will be issued. Students must go to Student Services and sign out with their Student Card, a slip will be issued which must be shown at Reception before leaving the school grounds. If a student is to be collected by a person other the parent/guardian this must be explicitly stated in the note. Unscheduled collection of students during the last lesson is disruptive to teaching and learning. Unless it is an emergency situation, parents will be asked to wait until the end of the lesson for student/s to be called. Photo identification may be requested at the time.

mailto:[email protected]

mailto:[email protected]


Sick or Injured Students If students are unwell, parents are asked to keep them at home. If a student becomes ill during the day, students must first inform a teacher of a need to leave class. Teachers will contact Student Services to notify them that a student is on their way to Student Services. If required the teacher will arrange for another student to escort the sick student. Permission to send a sick student home is given only by a Student Coordinator, Assistant Principals or Principal. This generally occurs if a student is unable to return to class after an hour. Parents will then be contacted and asked to collect the student from Reception. In the event of a serious accident at school, an ambulance will be called and the parent notified to meet the student at the relevant hospital. An adult will travel to the hospital and remain with the student until a parent or care-giver arrives. For this reason, it is vital that our records are kept up to date with current phone numbers and emergency contact numbers. Changes of detail forms are available from Student Services when required.

Medication Any student requiring medication, on either a long or short-term basis, must complete the appropriate Medication Forms. This information, along with the medication, is to be kept in Student Services. Because of the unique issues involved in the area of administering medications in schools and the strict nature of responsibilities of involved adults, it is essential that the following documentation be completed by parents and returned to Student Services prior to any medication being administered to students. All medication submitted to Student Services must be in a container with the prescription label clearly attached detailing dosage and the doctor’s name. Forms available from Student Services are as follows: Form 1 Notification and request by parent/care giver for the administration of medication during school hours. Form 2 Deed of Indemnity Form 3 Request to prescribing doctor for medical details including permission for release of information. Form 7 Asthma Action Plan Form 7b Anaphylaxis/Severe Reaction Plan Form 8 Administration of Medication (Short Term Antibiotics/Panadol etc.)


Bell Times

Playground supervision of students by teachers does not begin until 8:25am each morning. All students who arrive prior to 8.25am are to remain in the main quad area.

BELL TIMES

MONDAY to THURSDAY FRIDAY ASSEMBLY DAYS FORM MEETING DAYS

Tutor Group 8.50 – 9.00 Tutor Group 8.50 – 9.00 TG/Assembly 8.50 -9.52 TG/Form M 8.50 -9.30

Period 1 9.02 – 10.02 Period 1 9.02 – 10.02 Period 1 9.52 – 10.42 Period 1 9.30 – 10.15


Recess 11.04 – 11.29 Recess 11.04 – 11.29 Recess 11.34 – 11.59 Recess 11.04 – 11.29


Period 4 12.31 – 1.31 Lunch 1 12.29 – 12.54 Period 4 12.51 – 1.41 Period 4 12.31 – 1.31

Lunch 1 1.31 – 1.56 Lunch 2 12.49 - 1.14 Lunch 1 1.41 - 2.06 Lunch 1 1.31 – 1.56

Lunch 2 1.51 – 2.16 Sport 1.14 - 2.59 Lunch 2 2.01 - 2.26 Lunch 2 1.51 – 2.16

Period 5 2.16 – 3.16 Period 5 2.26 - 3.16 Period 5 2.16 – 3.16

Dismiss 3.16 Dismiss 3.00 Dismiss 3.16 Dismiss 3.16

On Fridays, students who normally catch a bus are to remain in the main yard until their bus arrives.

Communication General

There are a number of occasions when parents may need to contact the school concerning their child’s progress. The chain of communication for parents who wish to talk with a member of staff regarding a matter is as follows: If parents want to contact the school about a matter in a specific subject the first port of call should be the classroom teacher. This is usually the most appropriate level of communication to inquire about progress or clarify classroom instruction. If the matter needs further clarification or the teacher is unavailable then the Subject Coordinator is the person to contact. If you have a question about your child’s overall academic progress then the Assistant Principal - Curriculum is the best contact. They will then liaise with appropriate coordinators and teaching staff. If the matter relates to Pastoral Care, bullying, travel or the school yard then the Tutor Group teacher or the Student Coordinator is the most appropriate contact. The Assistant Principal - Pastoral Care works closely with the Student Coordinators and is the next level of contact within the school for matters that require further clarification or for matters of a more serious nature in the pastoral area.


Parents are asked to ring Maree Robinson Re: Pastoral Matters or Kellie Weller Re: Curriculum Matters and to make appointments with staff. Because of teaching duties and meetings, it is often difficult for teachers to see parents when parents drop in hoping to see a teacher. Office hours are Monday to Friday from 8:00am – 4:00pm. Parents wishing to leave a message for students may do so by ringing the main office. Parents are asked not to ring students on their mobile phone, as students are required to have them switched off through the day.

Assembly/Form Meetings Assembly is a vital time to come together as a school, share liturgies and prayer, affirm members of the school community and relay vital information on the running of the school. A school assembly is held approximately three times per term. Form meetings are scheduled through the course of the term as deemed necessary.

Diary Each student is provided with a school diary to use for recording homework, assignments, partial absences, lateness and notes to parents. The diary also contains pages of school related information. Students are reminded that this is not a personal diary and remains the possession of the school. Students should not write personal information in their diary. Teachers are expected to use the student diary to contact parents of students in their class if the need arises. This should be limited to positive reinforcement or minor breaches of behaviour. There is insufficient room for detailed contact and if this is required, a phone call or letter may be more appropriate Teachers should also use the diary to record that a student is late to class or needs to visit the toilet or Student Services during class time. Students who arrive late to school or visit sickbay will have this stamped into their diary by Student Services.

Newsletter Newsletters are emailed to parents /carers or each fortnight on a Friday. The newsletter is the main means of communication between the school and home. Parents are strongly urged to read the newsletter. The newsletter is uploaded onto the school website and Skoolbag App.

Notice Boards There are several digital noticeboards around the school for publishing notices and student teams.

PA System During recess and lunchtime, students may be paged from Student Services to report to the office. This may be to see a teacher or receive a message from home.

Student Services Students needing to contact staff may ask at Student Services if the staff member is available. If not they may leave a message, which will be placed into the staff member’s pigeonhole. If the student’s request is urgent and the teacher cannot be found, the student should be advised to see their appropriate Leaders of Learning or Student Coordinator (Year).


Students also report to Student Services if they are feeling unwell through the day. If this is during class time or between lessons then students are expected to first consult their classroom teacher. Students may leave notes for teachers through Student Services. All late Assessment tasks need to be submitted, with a completed Special Consideration form, to the class teacher. If teacher is unavailable, the task can be signed into Student Services.

Bursar The Bursar’s Office in Student Services is open for student access from 8:30am each morning and at recess. If payment is by cheque or in coin of less than $10.00, it can be placed in a clearly marked envelope with the student’s name, tutor group and what the payment is for, and then deposited in the mail box attached to the wall in Student Services.

Daily Procedures Current Tutor Group Procedures

Tutor Group occurs each morning. During this time students pray together, the roll is marked, student notices containing instructions for the day are read and notes checked.

Tutor Group teachers are the first reference point in terms of Pastoral Care of students and are actively involved in Tutor Group prayer and celebration as part of the faith community of the school.

Movement between Lessons Students are required to observe basic rules of safety and courtesy. They are to move promptly to the next lesson (not via bubblers or toilets). Students are to line up outside the classrooms and to behave in an orderly manner until their teacher arrives. In corridors and stairwells, students are to keep to the left-hand side and proceed carefully. Students are not to:

run, push, or behave aggressively towards anyone

Yard Procedures The playground is not supervised in the morning until 8:25am. Students are asked to observe the following rules in the playground:

Students are to remain in the main yard on arrival at school (if prior to 8.25am). Students in the under-covered area are to be seated The only game allowed in the main quad is handball No student is allowed on the roof of a building Students are to remain on designated footpaths and are not to jump, sit on, or step over

the chains at the canteen No student is allowed to leave the school grounds without permission All litter is to be placed in the bins provided All students need to observe designated boundaries in the playground More active games are to be played in Odd Street No tackle games of any kind are to be played Rough play is specifically banned

.

THE CAR PARKS OFF CATHEDRAL STREET, HUNTER STREET AND NEAR THE ADMINISTRATION BUILDING ARE OUT OF BOUNDS AT ALL TIMES.


Playground Security: Staff on playground duty carry a walkie talkie and remain in constant contact with the Main Office. There is also an additional staff member on duty “roving” the site at recess and lunch. Given these complexities and to assist us in our supervisory role, we insist that any visitor to the site report to the main office.

Canteen Procedures With the valued assistance of parents and friends of the school, the Canteen is open at every break for the convenience of students. Parents who might like to help in the Canteen on a voluntary, rostered basis are asked to return the note to the school. There are many advantages in helping in this way, not the least of which is meeting other parents who are interested in assisting the school community. Students are to:

Orders can be made on the Qkr App until 9am daily.

Order lunches before 8:50am or at recess.

Queue quietly and in an orderly manner.

Buy for themselves only. Only two items of hot food will be served per person.

Not go to the Canteen during lessons unless they have a note from a teacher.

Only ‘SHOPPERS’ are to line up – all other friends are to remain away from the area- beyond the yellow lines.

The process moves in ONE direction only once you are at the counter. One way in- one way Out. Access is only available from the ramp end.

Students will be directed by the teacher on duty to go to the next available window. Other students are to queue in the designated area and remain behind the step.

No one is to jump over the chains; sit/step on the chains or go under the chains.

The canteen CLOSES 5 minutes before the end of recess and lunchtime. No students will be served after the designated time.

BE POLITE AND RESPECTFUL TO THE PARENTS SERVING AT THE CANTEEN


Travel Procedures

Students are expected to come directly to school after alighting at the nearest bus stop. Passes to catch early buses on a regular basis will not be granted. Students are not permitted to leave the school grounds prior to school. Most students travel to school by bus. It is expected that all students will follow public transport rules. Failure to adhere to these rules could mean the suspension of bus travel privileges. Students travelling on buses are to wait in bus areas in the school grounds and to follow the instructions of the teachers on supervision. Some students may need to leave the school grounds to catch buses. Parents should check this with the Bus Company when this is necessary. Students who use the Mall to go to and from school need to get an application for a School Mall Pass from Student Services for these passes to be issued. Students who catch a train to or from school will not be issued a mall pass and are not to detour through the mall on their way to or from school. Students who catch the buses are to move at 3.16pm to their designated bus area in Main quad and undercover areas. No student is to be seated in another bus area, only their designated area. Students are to be seated in the under-cover area away from the verandahs. Buses are called, the teacher in charge will approach the bus area and direct students to line up ready to board bus. One of the conditions of the ‘free travel’ passes allow students to travel between their home (from the nearest bus stop) to school and return. Students are only entitled to travel on their designated bus route. Bus routes are determined by the number of students requiring travel in particular areas. If a student needs transport to their work place, to meet parents or to go shopping, the Service bus is to be used and payment will be required. For example, Bus 236 will NOT stop at Green Hills. There is no stop on the designated Ministry of Transport approved school route at this position. The ‘free travel’ ONLY applies to designated school buses. Only students who are assigned to a particular route have permission to catch that bus. Inspectors from Hunter Valley Buses regularly monitor the compliance with this regulation. Failure to adhere to these rules could mean the suspension of bus travel privileges. If there is a change of address during the year, a ‘Change of Address” bus pass application is required and available from the main office. A new bus pass will be issued once this is processed. If there is a family has custodial arrangements which require students to travel between two residences during the school week, a special application to the Minister of Transport is required and an additional bus pass may be provided subject to conditions being met. All enquiries regarding bus passes are to be made through the main office. Bus travel is the preferred mode of transport. If students require train transport, they must take the most direct route to and from school.


Pastoral Care Overview

The Pastoral Care model at St Peter’s is based upon developing enabling skills in children to help them grow into respectful and well-balanced members of community. To achieve this goal the school has developed a Pastoral Care Framework that draws upon a range of proven programs that have been tailored to the needs of the St Peter’s community. These include elements of the Achieve program, Positive Behaviour Support and Restorative Practices program.

Achieve Achieve is a program that explicitly teaches a range of proactive skills or “Habits of the Mind” that help students develop into well-balanced members of society. These Habits of the mind include Getting Along, Persistence, Confidence and Emotional Resilience.

Getting Along (Being Socially Responsible, Playing by the Rules, Thinking Fast, Being Tolerant of Others)

Persistence (I Can Do It, Being Independent, Taking Risks, Accepting Myself) Confidence (I accept who I am) Resilience (A bounce back when things don’t go my way)

Camps (Year Seven), Community days and/or incursions are planned and organised by the Student Coordinators (Year and Pastoral Care) and may include a combination of guest speakers/actors that assist in developing these habits of the mind. Tutor Group teachers have a key role in this development by actively engaging with their Tutor Group as a program facilitator to engage the students in a less formal environment and then reinforcing these habits in Tutor Group.

Positive Behaviour Support PBS is a broad range of systemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour. It is based on a philosolphy that:

As teachers, if a child has trouble with literacy or numeracy we explicitly teach them strategies to enable them to achieve better literacy and numeracy skills. If a child has difficulty with behaviour, there are consequences, but we also need to consistently provide explicit teaching of specific skills and support them.

Some of the contributing behaviour factors are beyond our control, but we can build environments to increase the likelihood of learning. To create sustainable cultures of competence as a school community we need to:

Not assume that students will arrive at school with the necessary social skills.

Define/establish a small number of clear behavioural expectations and teaching them

directly to all students.


Restorative Practices Restorative Practices seek to help students learn from their mistakes, reconcile and resolve problems with others. Restorative Practices focus on accountability and repairing of harm rather than retribution and punishment. These practices include a range of strategies and procedures that aim to promote acknowledgement and acceptance of established standards of behaviour within the school community. Restorative Practices are embedded within a whole-school approach to managing behaviour that upholds the centrality of positive relationships and respectful communication between all school community members. Students are regularly reminded of their responsibilities and rights embodied in the PBS Respect Matrix. They are also made aware of the support structures and people available to assist them if they feel that their rights have not been respected in the school community. Classroom teachers work with the student and with the assistance of Subject and Student Coordinators to resolve matters that may arise in the classroom or playground. This may mean that students will from time to time have to participate in detention or other programs as a consequence of their actions. Establishing and maintaining a positive and constructive classroom environment is the responsibility of the classroom teacher.

Positive Behaviour Support (PBS) Respect Matrix

As a school community, the following behavioural expectations outlined in the respect matrix have been developed. Staff are expected to reinforce these expectations as a basis for establishing a positive classroom behaviour. If students do not meet these expectations then staff are required to use the language of the matrix in the positive to outline the expectation. Eg. “Corey, you need to be prepared with all equipment”, NOT “Corey, you have forgotten your equipment”.

Sentral

Sentral is the database used at St Peters to record all Pastoral Care matters and matters pertaining to student movement at school and outside of the school. Sentral is used to record all positive and negative behavioural issues and is used as a source of information by staff when dealing with Pastoral and Academic Care matters for students and with families.


Positive Behaviour Support ( PBS) Respect Matrix

Respect Myself Respect Others Respect the

Environment “I am an

Effective Learner”

“I am a

Team Player”

“I am

Safe”

All school

settings

Listen carefully to instructions

Wear my uniform correctly

Use road crossings provided in a safe manner

Use appropriate language

Use an appropriate volume and tone.

Speak positively

Respect people and their property

Respect individual differences

Support and encourage others

Follow all teacher directions

Use appropriate language in an appropriate volume and tone. Speak positively

Keep my hands to myself

All personal technology is turned off and out of sight

Maintain a clean and safe environment

Take care of all school buildings, property and equipment

Report all damage or problems

Follow Workplace Health & Safety regulations

Movement

around school

Know where you are expected to be

Move quickly and directly to class or school activity

Move sensibly to and between classes

Keep corridors, stairwells and pathways clear

Wait quietly outside classrooms in two lines

Use pathways where possible

Ensure all rubbish is put in bins

All

classrooms

Follow procedures and policies for each subject

Be prepared with all correct equipment

Use technology as instructed

Be on task – take the opportunity to learn

Respect the right of others to learn

Respect the right of teachers to teach

Be punctual

Take pride in the classroom environment

Care for and return all borrowed equipment

Use all equipment and furniture appropriately

Grounds/Cant

een

Use facilities appropriately

Only use bathrooms and bubblers at break times

Keep canteen lines calm and orderly

Be sun smart (wear a hat)

Keep pathways clear

Walk calmly around the school

Keep your correct place in line

Use manners at all times

Use your own money

Only purchase items for yourself

Place rubbish in the bins provided

Use pathways to protect gardens

Use furniture and facilities appropriately (sit on chairs, not tables)

Sport/HPE/O

dd St

Participate in school approved games only

Be sun smart (wear a hat)

Participate safely and positively

Share equipment

Include all students fairly

Show good sportsmanship

Respect neighbouring properties

Respect all sporting facilities (school or other)

Transport/Ex

cursion/Incur

sions

Represent St Peter’s in a positive manner

Actively and positively participate in the learning experience provided

Show respect towards members of the wider community

Return money/notes on time

Leave nothing but footprints

Follow the rules (bus/venue)

Remember

to: Think Respectfully Speak Respectfully Act Respectfully


Counselling Students may find themselves in need of counselling for many and varied reasons such as exam stress, depression, family breakdown issues, anxiety and friendship or behavioural difficulties. The Catholic Schools Office provides a School Counsellor at St Peter’s on four and a half days each week of the school term. The Counsellor is a registered psychologist and is located in a private office in the school’s administration area. The service provides for students to make their own appointments with the Counsellor without parental permission being required. Referrals are also made to the counsellor by school staff members, particularly Student Coordinators and School executive members. Parents are also invited to contact the school to speak with the Counsellor by phone or to make an appointment regarding any difficulty their child may be experiencing. Please contact Maree Robinson to arrange for the counsellor to contact a parent re: an appointment. The School Counsellor is responsible for helping students deal positively with difficulties, which can adversely affect their academic and/or social development. The Counsellor aims to provide a range of supportive services that assist school communities in relation to the educational and welfare needs of their students.

Behaviour Management Strategies are part of a restorative process with the student. Our aim is to help the child see the impact of his/her misbehaviour and therefore accept the punishment as a consequence of the behaviour whilst having the positive behaviour reinforced. The emphasis is not on the punishment but on what needs to happen to make the situation right.

Some of the following strategies are used by teachers where intervention is required to manage behaviours:

Non-verbal Response Verbal Response Student moved Time out Class clean up

Yard clean up Loss of privileges Detaining students Contact parents Guided Choice

Three strike rule Writing our PBS Matrix Classroom Reflection Faculty Monitoring

Teachers will apply consequences that are reasonable and relate to incident. These may include a Reflection Activity, formal Lunchtime Detention, formal Out of School Detention or other incident related consequence as deemed fit in consultation with Coordinator.

The Intervention Plan System

The intervention Plan system is a systematic caution for students who have made serious breaches of the PBS Respect Matrix here at St Peter’s Campus. It is hoped that by placing students on the intervention system they will come to realise the seriousness of their actions and work with the St Peter’s staff, and their parents to modify their behaviour.

If a student commits a serious breach, or a number of minor breaches his or her name is raised at the next Pastoral Care Team Meeting where a decision to place the child on an Intervention Plan is made, based on the recommendation of the relevant Student Coordinator.


School Representation Students who are on an Intervention Plan under the supervision of the Assistant Principal or Principal will only be permitted to represent the School or College, attend overnight retreats or camps or participate in any excursions at the discretion of the school executive. Alternate arrangements will be made for students to continue their studies when such activities occur if it is deemed that the student will not be permitted to attend.

Detentions - Applied Consequences Lunch Detention Lunch detention is used is used as a consequence for breaches of the PBS Respect Matrix for misbehaviour that does not warrant a reflection activity. Reflection At St Peter’s teachers use a number of strategies as part of a restorative process with students to address matters of behaviour. For some students the outcome from a notification will be the issuing of a unit of work by a member of staff or the Coordinator to the student to complete. This unit of work is called a Reflection. It is relevant and related to the behaviour exhibited which is not meeting our expectations and is issued as a logical consequence for their behaviour. The Reflection unit issued is a logical consequence for their behaviour. Logical consequences are Related: consequence is clearly connected to the student’s behaviour and its function, Respectful: given respectfully with consideration to the impact the detention may have on other parties and Reasonable: not providing consequences for a student’s behaviour that is too severe. The Reflection is to be returned to the issuing teacher. If the Reflection is not completed at home within 3 days of the date of issue, an out of school detention replaces the unit of work. The weekend counts as 1 day. Out of school Detention (Morning/Afternoon) An Out of school Detention (Morning/Afternoon) is used as a consequence for breaches of the PBS Respect Matrix. An out of school Detention is issued for students who:

Do not complete the Reflection unit by the due date OR Fail to attend a lunchtime detention Or As a consequence for behaviour that is determined to be in appropriate.

The Morning out of school Detention occurs from 8.00 am to 8.40am on Tuesday or the alternative is Afternoon Detention occurs on Wednesday afternoon from 3.20pm – 4.00pm. It is a condition of enrolment at St Peter’s that students and parents accept the application of a detention when determined by the school. The parents can choose which day and time is the more suitable for their circumstances. Failure to attend the either the Morning or Afternoon detention will result in an internal suspension the next school day of the student’s attendance.


Suspension For more serious offences, students may be suspended internally from class. If in the view of the Principal the offence warrants stronger action, students may be suspended from school. Parents will be notified by telephone and in writing when a student is externally suspended. They will also be invited to discuss the issues leading to the suspension and resolution of the matter with the child and the Principal or Assistant Principal.


Operation of the Intervention Plans

System

Database entries are reviewed by the Student

Coordinator

If deemed necessary student is placed on an

Intervention Plan devised between the Student

Coordinator and the student. This may include

support structures for the student.

The plan is in force for 2 weeks. It may involve

carrying a booklet or not.

Progress is monitored daily by the Intervention Manager (Student Coordinator), reviewed at the end of the two weeks and student either comes off plan or is extended for two weeks if necessary.

At the end of the extension, IF the student has not

met expectations, a recommendation will be made

for the manager to change to the Assistant

Principal.

Progress is monitored daily by the Intervention

Manager (Assistant Principal) and reviewed at the

end of the two weeks. The student either comes off

the plan or is extended for two weeks if necessary.

At the end of the extension, or earlier if deemed

necessary, if the student does not respond

positively to the above interventions then the

Pastoral team may recommend that a student

progress to a parent meeting with the Principal,

Assistant Principal (Wellbeing) and child.

If, during a short period of time, the inappropriate

behaviours return, a new intervention plan may be

devised with the Assistant Principal or

alternatively a recommendation will be made for

the manager to change to that of the Principal.

Support Plan Manager

Student Co-ordinator


Assistant Principal


Principal

Parent meeting is scheduled with the Student

Coordinator/Leader of Learning, Assistant

Principal (Wellbeing or Learning) and student.

An Intervention Plan is devised by the Assistant

Principal, in consultation with those present. This

may include support structures for the student.



Parent meeting is scheduled with the Principal,

Assistant Principal (Wellbeing or Learning), the

student and Student Coordinator/Leader of

Learning (if required). An Intervention Plan

devised by the Principal, in consultation with

those present. This may include support

structures for the student.



Progress is monitored daily by the Intervention

Manager (Principal) and reviewed at the end of

the four weeks.

At the end of the four weeks, or earlier if

deemed necessary, if the student does not

respond positively to the above interventions

then the Principal may continue the student on

the intervention plan or contact the parents to

consider enrolment alternatives.

If, during a short period of time, the

inappropriate behaviours return, a new

intervention plan may be devised with the

Principal or alternatively a recommendation

will be made for the parents to consider

enrolment alternatives.


Banned Items

The following are not allowed at St Peter’s Campus. They are banned items:

Chewing gum & bubble gum

Aerosol bottles or sprays

Thick permanent & non-permanent markers

Water bombs, stink bombs and water pistols

Cigarettes, e-cigarettes

Illegal drugs

Non-school owned footballs, basketballs etc

Fidget spinners

Knives or other weapons, eg. Laser lights

Liquid paper

Metal rulers

Music players/speakers

Matches or lighters

Mobile phone (unless turned off & kept in bag out of sight)

Highly caffeinated drinks eg. V & Mother

Skateboards and scooters are not considered acceptable forms of transport and are also banned items. IF skateboards or scooters are required for a chosen sport, only students allocated to this sport are permitted to BRING not ride them to school.

Students are discouraged from bringing mobile phones to school. Where a phone rings or is seen by a teacher, the phone will be confiscated by the teacher and handed into Student Services.

Where parents need to contact their children during the school day, the school’s telephone switch is the appropriate method. The message will be relayed to the student at recess or lunch via the PA system.

Mobile phones do not substitute for calculators in the school.

Staff will undertake not to have their mobile phones switched on in class.


Religious Studies All students at St Peter’s complete a minimum of 100 hours of Religious Studies each year. The Religious Studies program is a Board of Studies Endorsed Course.

Record of School Achievement (RoSA) NSW Education Standards Authority (NESA) minimum curriculum requirements for the award of the RoSA are listed below. All time allocations are indicative. Indicative time is the average time expected for a student to achieve the outcomes of a particular course. The indicative time for a course is therefore directly related to that course’s outcomes.

English, Mathematics & Science:

NESA developed syllabuses to be studied substantially throughout each of Years 7-10. 400 hours to be completed by the end of Year 10.

Australian History and Australian Geography, Civics and Citizenship.

To be studied substantially throughout each of Years 7-10. 400 hours are to be completed by the end of Year 10. This comprises both the 200 hour mandated courses of Australian History and Geography.

Languages other than English:

100 hours to be completed in one language over one year.

Creative Arts: NESA’s 100 hours mandated courses in each of Visual Arts and Music.

Technology ( Mandatory)

200 hours within the Key Learning Area are completed in Stage 4. Three areas of study are covered: Built environments, Products and, Information and Communications.

Personal Health & Physical Education:

NESA’s mandated 300 hour integrated course in Personal Development, Health and Physical Education. This integrated course is to apply over each of Years 7-10 to allow for student maturation and to maintain physical fitness.

St Peter’s Campus has a programme of study that allows students to meet the above requirements for the award of the RoSA. Many of the above requirements are met by students during Years 7 and 8 (Stage 4). To meet the remaining requirements in Years 9 and 10 (Stage 5), students need to study English, Mathematics, Science, Australian History, Geography and Civics and Personal Development, Health and Physical Education. At St Peter’s Campus, students will also be required to study two other “elective” courses during Years 9 and 10 (Stage 5). All subjects studied will be reported on a student’s Record of School Achievement. Students will also receive a RoSA (if NESA’s mandatory requirements have been met) at the end of their schooling.

National Assessment Program-Literacy and Numeracy (NAPLAN) Students in Years 7 and 9 will be involved in NAPLAN Testing. The tests will be in Literacy (Writing, Reading and Language Conventions) and Numeracy (Non-Calculator and


Calculator). The testing will be held over 3 days in the second week of May. Parents and the school will receive a statement of performance.

Timetable Information The school operates on a 10 day cycle over two weeks and lesson times are of one hour duration. The Tutor Group Teacher provides students with a copy of their timetables indicating the various subjects of study.

For each lesson, the timetable indicates the class, the teacher and the room allocation. Students are provided with a School Diary, which is to be used for the recording of homework, assignments and school activities. Parents should check the diary each evening to ensure homework is completed. Short notes from teachers to parents may be written in this diary.

Sport Sport occurs on the Friday afternoon of each week. Attendance and participation at sport is a NESA requirement. St Peter’s offers a wide range of options from which students elect a specific sport. There is a choice of free or paying sports, indoor or outdoor sports, passive and contact sports. Students in St Peter’s representative sides also use this time to train as a squad for upcoming tournaments. All information regarding sport selections is sent home each term so that parents can discuss choices with their child before they enrol into a sport for the given term.

If students are unable to attend sport for any reason, a note of explanation from parents needs to be provided. This is given to the Sport Coordinator at Student Services at recess on Friday.

Excursions/Incursions The school aims to provide a broad education for students and as a result, special activities and excursions of an educational nature are organised. As teachers frequently give up their own time to take on additional responsibilities to assist, excursions are provided only for children who normally conduct themselves well. Students on Assistant Principal or Principal Intervention Plans are excluded from excursions unless in exceptional circumstances. There are a number of excursions and incursions organised for students during the year. Attendance at these excursions, including Religious Studies Days and camps is compulsory. Costs are kept to a minimum to ensure that all students can attend. If there are problems with cost, parents are asked to contact the Student Coordinator or relevant Leader of Learning. Related class-work is completed both before and after an excursion. Students who miss other lessons due to excursions or incursions are to ensure that this work is caught up promptly.

Students who have not paid for an excursion by the due date will not attend unless prior arrangements have been made with the bursar or the organising teacher.


Classroom Expectations The school is equipped with adequate classrooms with furniture and fittings, which allow for good learning conditions. In order that all are able to benefit from these, the following rules must be observed.

Students: Students are to be on time for class. All student movement between classes, along verandas and corridors should be

done quietly, with no running. At the beginning of periods, students are to line up in an orderly fashion outside the

classroom until the teacher arrives and invites them to enter. Students should stand quietly behind their desk as they enter the room and before

leaving the room at the end of the lesson. Students must be seated at their desks according to the teacher’s seating plans. Students to get out all equipment including student diary. Students should ensure they keep the room neat and tidy Chairs and desks should be used properly to avoid damage. Students should report any damage or breakages that they notice or witness to the

teacher. At the end of the last lesson each day students are to place their chairs on their desk

and assist the teacher locking windows and drawing curtains. Students are to abide by Student Code during lessons and respect the learning

environment of other students.

Student Absence from class Students should be absent from lessons only when absolutely necessary. If a student is out of class for any reason, it is his/her responsibility to see that their scheduled teacher knows about the situation. During class time any student out of class is expected to be carrying their diary with a teacher signature recorded for that period of time. Students late to class need a late note in their diary from the previous teacher or notification by phone. Students going to music lessons will have this listed in their school diary as a co-curricular activity.

Home Learning and Study Guidelines Home learning is a broader concept than homework. Once students have completed homework tasks, where possible, they should spend time getting organised and prepared, working on assignments, doing revision and quiet reading. This way students can balance their time so they minimise busy periods in different subjects occurring at the same time. The Semester Planner and Learn2Learn program should assist students with managing this balance.

Each student is provided with a school diary to use for recording homework and assignments. This is not a personal diary. Teachers may write a brief note to parents in the diary, or vice versa, and parents are asked to initial any note to acknowledge its receipt.

The following are guidelines for the amount of time spent on home learning:

Up to 45-60 minutes per week per subject for students in Stage Four (Years Seven and Eight)

Up to 75-90 minutes per week per subject for students in Stage Five (Years Nine and Ten).

This is a suggested average time per week per subject. While it is recognised that other activities outside of school time impact on when you are able to complete home learning,


home learning is a vital component in your overall education and you need to ensure that you balance your time to meet this expectation each week. Set aside time each night Monday to Friday for the following tasks. It will help if you make it the same time every day. During this time you will only do school tasks so make sure that it fits in with everything else in your life. Complete the following tasks in order. Check your notes and work from today

Read what you have written

Paste in any sheets

Complete any unfinished questions or activities

Underline the headings

Put an * next to anything that you do not understand (10 - 15 minutes in total) Homework

Complete tasks set by your teacher for that night. Do it in the order it was given eg. Period 1 work before Period 5.

Take time to work as accurately as possible.

Attempt all questions. This means you will have something to discuss with your teachers for those questions you have difficult.

Assignments

Keep your diary up to date or your Assessment Calendar.

Divide your assignments into workable “chunks”. Your teachers will show you how to do it when the assignment is given.

Be realistic about how much you can do at any one time. Revision

Read through all the notes and exercises for the Unit of Work that you are currently studying

Write out formulas, key words and definitions

Copy important diagrams

Try doing some questions and activities a second time, especially those that you got wrong or had difficulty with.

Reading You should make a habit of reading both fiction and non-fiction books to develop your general literacy skills. This helps you across all subjects to access the curriculum.


Teachers are encouraged to:

Set a suitable amount of relevant home learning, which is appropriate to the ability of each student and to the relevant Stage.

Help students organise themselves when undertaking assignments. For example, suggest that a small section of the project to be completed each night.

Help students who are perfectionists to spend an appropriate amount of time on all subjects where home learning is given.

Check that students do not receive too much home learning on any given day.

Check home learning promptly and appropriately, maintaining home learning records and providing feedback to students and parents.

Alert parents of any developing problems concerning their children’s home learning and suggesting strategies that they can use to assist their children with their home learning.

Students are encouraged to:

Set a time and place when you can complete your home learning.

Record all your homework in the School Diary.

Revise any skills learned in a lesson either by completing exercises or researching the topic under study.

Complete home learning within the given time framework.

Seek assistance from teachers and parents when difficulties arise.

Bring to the notice of your teachers any difficulties you may have regarding home learning.

Plan to use your time wisely, when required to complete an assignment, over a period of days or weeks.

Pack your bags carefully the night before and check your timetables selecting only those books, folders, texts required for the following day.

Parents are encouraged to:

Provide an atmosphere congenial to good home learning/study habits.

Check the student diary regularly and help the student organise their time efficiently.

Ensure that there is time set aside for home learning.

Communicate with teachers regarding any difficulties experienced with work at home.

Monitor the organization of the student’s bag for the next day’s lessons.

Alert the school to any domestic or extracurricular activities, which may need to be taken into consideration when home learning is being set and checked.


Textbooks Students are provided with all textbooks. The fee for this is included in School Resource costs. All textbooks remain the property of All Saints’ College - St Peter’s Campus and a replacement cost will be charged to parents for any unreturned or damaged textbooks beyond normal wear. Any further disciplinary action to be taken in regard to loss of or damaged textbooks will be determined by the Principal. Teachers are asked to contact the Book Room Supervisor to arrange the issue and return of books by students. Textbooks are issued to teachers and students on a term or yearly basis. All books on loan are to be returned at the end of each term or year. Overdue notices and/or recall notices will be issued to students through Tutor Group. Any student who has outstanding books will have their school report withheld.

Learn 2 Learn

Students in Years 7 and 8 at St Peter’s participate in a program called ‘Learn 2 Learn’. Learn 2 Learn is a series of lessons aimed at ensuring that students of St Peter’s are fully equipped with the skills they need to be effective learners. We have divided these skills into four groups: Organisation skills, Communication skills, Research skills and Study skills.

Organisation skills: What does an organised study space look like? What do I need to be organised at home and at school? How organised am I – completing a organisational audit? How can I meet deadlines?

Study skills: What is study/homework/revision? Why is study important? Managing homework & setting up a basic study timetable. Making study notes. Tips on how to prepare for tests and exams.

Communication skills: What does poor communication look like? The key elements of good communication. General manners, greetings & the use of appropriate language. How to edit written work. Writing in a variety of text types.

Research skills: What are the steps involved in completing an assignment? How do I use the information process model? Bibliographies – what are they and how do I write one? How do I search using the internet?

Feedback from parents, staff and students indicated a need for greater emphasis to be placed on providing students with these key skills. A dedicated group of teachers at St Peter’s has been working on developing lessons that specifically focus on furnishing students with the tools and skills they need for more effective organisation, study, communication and research. Currently students in Years 7 and 8 are timetabled for Learn2Learn lessons. The diagram on the following page illustrates how Curriculum and Pastoral focus areas support a holistic approach to learning at St Peter’s.


Assessment

Assessment Program

Board of Studies requirements will be adhered to. Student performance in each course will be ascertained using Assessment of Learning and Assessment for Learning. Assessment for Learning Assessment is the process of identifying, gathering and interpreting information about students' learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for further teaching and learning. Evidence of achievement is based on ongoing assessment during the teaching and learning cycle and/or planned assessment activities. Ongoing assessment may take the form of observations, questioning, class based tasks and work samples. Planned assessment is a formal task given across the course specifically designed to assess achievement at a particular point in time. At key times throughout the year teachers use their professional judgement from evidence collected during ongoing assessment and planned assessment to inform parents and students of their progress. Consequently the process of assessment for learning is extended into assessment of learning. Quality Assessment Procedures Methods of gathering evidence could include teacher observation, questioning, self-assessment and peer assessment as well as more formalised assessment activities. Assessment should be an integral part of the unit of work and support student learning. Importance of Assessment Tasks Formal assessment tasks in all years take priority over all other school activities. An excursion, which is part of an assessment task is compulsory, although the usual concessions apply in respect to people who have financial difficulties. Students who are on Intervention Plans supervised by either Assistant Principal or Principal are permitted to attend an excursion at the discretion of the school executive. An alternative task will be set for them and this will be completed at school on the day of the excursion. Information Given to Students Curriculum Handbook Students will receive a Curriculum Handbook at the start of each year. The Curriculum Handbook contains information about course and assessment procedures including:

Application for Special Consideration (orange form) Referencing and bibliography Homework organisation and study skills Specific information about each course studied, including an overview, a sequence

of units studied, excursions and information on planned assessment. Submission Procedures

Semester Planner Each semester students receive a planner that indicates the date of all planned assessment tasks and school events particular to their year group for the semester.


Notification of Assessment All students receive the dates for planned assessment on their assessment planner. Notification will be given out as early as possible, preferably at the start of a term or unit of work (At the bare minimum at least two weeks prior to the task). The notification template MUST be adhered to. The notification will be emailed to ALL students. Students will also receive a paper copy of the notification in class. (The Curriculum Handbook, Semester Planner and Assessment Notifications are also placed on the school portal).

Variation from published Assessment Program Should it become necessary to change the date of a planned Assessment Task, the Leaders of Learning will publish the amended date in the school newsletter - The Rock. Planned Assessment Tasks When a student is absent from class they must check with each of their subject teachers whether any information regarding planned assessment dates and tasks have been issued. All Assessment Task Notifications are emailed to students and placed on school portal for students to access. If a student misplaces their Notification it is the student’s responsibility to ensure they access the school portal for another copy.

Submission of Planned Assessment Tasks Hand-in tasks are to be submitted on the due date. Hand-in tasks are to be handed personally to the class teacher who will keep a record that the task has been submitted. It is each student’s responsibility to submit an assessment task on time.

If an assessment task requires a personal presentation, e.g. performance, speech, seminar etc., the whole task is considered due on the first day of presentations.

Illness and Misadventure If a student is unable to attend school on the day of an assessment task or exam one of the student’s parents/guardian is to contact the school on the day before 9am. THE STUDENT MUST COMPLETE/SUBMIT THE TASK ON THE FIRST DAY THEY RETURN TO SCHOOL (regardless of whether a lesson is timetabled for that day or not), unless an extension has been granted by the subject teacher and Leader of Learning. STEPS that MUST be followed when returning to school after missing a planned assessment task:

1. On the first day back at school Students must bring to school a signed explanation letter from parents/guardian.

2. Students must collect and fill out an Application for Special Consideration (Orange Form) from Student Services (or download one from the school portal) and attach the explanation letter to the back of the form.

3. The form and letter from home is handed to the Class Teacher (or alternatively via

Student Services ONLY if the teacher is unavailable). Any letter presented to the teacher is in addition to any letter given to the tutor group teacher for general absence.

4. The class teacher will then make arrangements regarding the acceptance or re-scheduling of the task.



Following the submission of the Application for Special Consideration form and a signed note from parents/guardian either of the following will take place:

If a student submits an Application for Special Consideration and signed letter from home, and it is approved, normal marking and reporting procedures will take place. If the Application is declined, a letter will be sent to the parents by the Leader of Learning & Assistant Principal Learning .

If a signed explanation letter and Application for Special Consideration is NOT submitted it is

assumed that there is not a legitimate reason for the task not being submitted/completed with the cohort. In this instance a zero mark will be recorded and an ‘N Award Warning’ letter will be sent by the Leader of Learning to the parents outlining the task that was not submitted/completed and informing the parents that an Application for Special Consideration was not provided. A comment will also be placed on the Semester Report.

In the event of a student being absent from school for a semester exam during the exam block, the student is to report to the relevant Leader of Learning on the first day back at school where arrangements will be made for the completion of the exam paper. If a student misses an exam, it is expected that he/she will complete this task or a substitute task at the first available time slot. On the first day back at school the student is required to complete an Application for Special Consideration form with a written letter from the parents/guardian attached and present this to the relevant Leaders of Learning. If a student is on a school based activity/excursion when a hand in assessment task is due to be submitted they are still required to submit the task on or prior to the due date. If a student is on a school based activity/excursion when an in class assessment task is completed they are required to complete the task on the next available day at the discretion of the Leader of Learning. Application for Extension of Time If a student is suffering from an illness of longer than two days’ duration, or have another serious problem, they are able to apply for an extension of time to submit an assessment task. This needs to be asked for at least 1 day before the due date. Applications for extensions will only be considered if the application is submitted at least one (1) day before the due date.

Penalties for Late Submission A penalty of 20% of the students total mark will be calculated for each day a task is overdue; ie Day 1 -20%, Day 2 -40%, Day 3 -60%, Day 4 -80%, Day 5 -100% (Please note: Weekends will be included in the calculation of ‘days late for submission’). Eg: If I receive 18/20 for a task that I handed in 1 day late I will only to be eligible to receive 14.5/20

2 days late – 11/20 3 days late – 7/20 4 days late – 3.5 / 20 5 days late – 0/20

At St Peter’s Campus we aim to create a Culture of Learning for all of our students and are committed to working with each student to ensure their best educational outcomes can be achieved.


Unacceptable Behaviour If students are continually misbehaving or disturbing others or found to be cheating in a class test or formal examination, in consultation with the Leader of Learning & Assistant Principal – Learning, they will be awarded a ZERO mark and parents will be notified. Plagiarism is also considered cheating and will result in a penalty of some or all marks depending on the extent of the plagiarism.

Appeals Against a School Result If a student wishes to appeal against the result of an Assessment Task, within 3 school days of receiving the result, the student needs to:

discuss the result with their classroom teacher and if no agreement can be reached,

the student may submit a written appeal together with evidence to the relevant Leader of Learning.

the Leader of Learning will arrange for the task to be reviewed by another teacher by double marking the task.

the Leader of Learning will discuss the result with the student.

if the student remains dissatisfied with the review the student should advise the Assistant Principal–Learning who will organise a meeting of the student, Leader of Learning and Assistant Principal – Learning.

the Assistant Principal–Learning will ensure the appeals process has been followed fairly and inform the student of the final outcome.

Appeals Against a RoSA Grade (Year 10) If a student wishes to appeal against the grade awarded by the school in a particular course, within 5 school

days the student needs to: submit a written appeal together with evidence to the Principal. To review the grade: the school will establish a review panel consisting of the Principal, Assistant Principal and relevant

teachers from the course to which the grade is in question.

the review panel will meet to review the grade

the Principal will advise the student in writing of the result of the review. Your application for a review / appeal should show that your grade in the course is not consistent with the reports given to you throughout the year by the school. It is expected that students with learning difficulties are given due consideration in the construction, administration and completion of tasks and, as such, may require reasonable adjustment to these procedures.


Reporting Student Appraisal

The Student Appraisal is conducted during Terms 1 and 3. This Appraisal reflects the learning during Term One (not academic achievement). This combined with respect, which is the foundation of our Wellbeing Framework has been assessed at one of the following levels: Commendable, Meets Expectations, Greater Application Required, Not Applicable This process is a means of assessing the student’s effort (not academic achievement). This combined with respect, which is the foundation of our Wellbeing Framework, in the areas of Engages in learning, Works independently, Attempts all set activtivies, Is organised and prepared for learning, Demostrates respect for the learning environment.

Semester Reports Parents will receive Semester Reports at the end of Terms 2 and 4. These reports show the progress during the semester. Parents have the opportunity to discuss student progress with teachers at Parent/Teacher/Student Interviews. If any problem arises, parents do not need to wait for these specific interview times to occur. They can, if they wish, contact the Learning Assistant to organise a phone call with the relevant Subject Teacher or Leader of Learning. In the event of an issue which might cover several classes, parents are advised to discuss the issue with the Leader of Learning.


Awards

Merit Awards Merit cards can be given out at any time through the year by subject teachers for special achievements of students. If a student receives 5 Merit Cards they then receive a Merit Certificate, which is handed out at a Form Assembly. If a student has done something extraordinary they may be sent to the Assistant Principals or Principal to receive a special Blue Merit Card, which counts for 2 White Merit Cards. Students who receive 5, 10 or 15 Merit Certificates are presented Bronze, Silver, Gold or Diamond awards at School Assemblies.

Semester Awards Semester Awards are given out at the end of each semester and are curriculum based. The categories are:

Academic Achievement - This award is given to a student who has received an overall A for a specific subject in a semester.

Award of Diligence -This award recognises a student’s participation and sustained effort in

classwork and homework in a specific subject in a semester.

End of Year Presentation These awards are presented at a formal evening presentation. Academic Excellence, Citizenship, Sporting, Cultural and other special awards are presented. Students receiving awards and their families are invited, along with staff and various civic dignitaries.

Uniform

Uniform Code The Uniform Shop is located on the St Mary’s Campus. All items of school uniform are available from the uniform shop only. Uniforms need to be ordered as stocks of uniforms are not readily available and may take up to 6 weeks for delivery. The shop is open on Mondays & Fridays from 8-11am; Tuesdays & Thursdays from 1-4pm and the first Saturday of each month from 9-11am. The Uniform Shop can be contacted during opening hours by e-mail: [email protected] or Ph 0412 204 406.

Please check Alinta internet site for other opening times www.alintaapparel.com.au GIRLS SUMMER TERMS 1 AND 4 BOYS

Blouse St Peter’s embroided blouse (designed to be worn untucked) available from the uniform shop.

Shirt St Peter’s embroided shirt (designed to be worn untucked) available from the uniform shop.

Skirt College Skirt, Clearon fabric -Length=ON THE KNEE (not altered to follow fashion length trends).

Shorts St Peter’s Navy shorts. Belts are to be plain black or navy with small metal buckles.

Socks Plain white short socks (must be visible approximately 10cm above shoe) – not ankle type.

Socks Plain white sport socks – two navy stripes on top (must be visible approximately 10cm above shoe).

Shoes Formal black polished leather lace-up school shoes with a defined heel. (Not boots, joggers or suede). Heel height less than 2.5cm. No buckles, platform soles or jiffy/ballet style shoes. (See photo gallery- Page 49-50)

Shoes Formal black polished leather lace-up school shoes with a defined heel. (Not boots, joggers or suede). (See photo gallery – Page 49-50)

Jumper

College navy jumper with Campus emblem or ASC embroided or the ASC

Jumper

College navy jumper with Campus emblem or ASC embroided or the ASC

http://www.alintaapparel.com.au/


Jacket spray jacket Jacket spray jacket

Hat Navy bucket hat. Available only from uniform shop.


WINTER OPTIONAL FOR TERMS 2 AND 3 ONLY

Blouse Long sleeves Shirt Long sleeves

Slacks Tailored pant navy pants- STUBBIES SCHOOL WEAR- NAVY-SS BOOTLEG Pant-double button on the waist band. Available at LOWES MAITLAND store only.

Trousers Navy perma press polyester/rayon.

Stockings Navy or black (optional)

Accessories Plain Navy wool scarves (long/fancy scarves are not permitted) and navy gloves. Available from Uniform Shop.

Accessories Plain Navy wool scarves (long/fancy scarves are not permitted) and navy gloves. Available from Uniform Shop.



SPORTS ONLY TO BE WORN ON SPORTS AND PRACTICAL PE DAYS

Sport Uniform is available only from the Uniform Shop.

Shirt White polo shirt with navy collar and St Peter’s Campus emblem.

Shirt White polo shirt with navy collar and St Peter’s Campus emblem.

Jumper Jacket

School rugby Jersey or ASC spray jacket Jumper Jacket

School rugby jersey or ASC spray jacket

Shorts Navy micro fibre shorts. Shorts Navy micro fibre shorts.

Socks As for summer. Socks As for summer. Football socks are not to be worn with the uniform

Shoes Joggers - supportive sport lace up joggers (not- Converse; all black; suede; canvas; high tops/boot; skate shoes; slip on or Velcro strap shoes) (See photo gallery – Page 49-50)

Shoes Joggers - supportive sport lace up joggers (not- Converse; all black; suede; canvas; high tops/boot; skate shoes; slip on or Velcro strap shoes) (See photo gallery – Page 49-50)

Hat ASC Navy bucket hat. Hat ASC Navy bucket hat.

At a St Peter’s P & F meeting 2012 we had a request for us to include the option for a long formal pants for girls for winter. Alinta were unable to supply a suitable formal pant. With this in mind we have approached LOWES and they supply, at their Maitland store only, an agreed formal pant. – STUBBIES SCHOOL WEAR- NAVY -SS BOOTLEG Pant. They are easy care – wash ’N’ wear; Sunsmart (as they offer UPF 50 protection); double button on the waist band and the cost is in the vicinity of $40.00. This is the ONLY style that is considered acceptable as an option for girls at St Peter’s to wear in winter.

Requirement for Wearing School Uniform

All boys’ school shirts are to be tucked in for formal occasions e.g. Assemblies, presentations etc.

Uniforms are to be of correct size. The uniform is not to be altered to follow fashion trends.

The appropriate uniform (school or sport) must be correctly worn to and from school each day.

Sports uniform should only be worn on Sports Day, when practical PD/Health/PE or practical sport or PASS is timetabled or when instructed by a teacher.

If a student is unable to wear the entire appropriate uniform designated for that day, the other uniform should be worn. The student must bring a signed dated note of explanation indicating when the appropriate uniform will be available.

In cold weather, students may wear a PLAIN WHITE undershirt beneath their usual shirts (the sleeves of the t-shirt must not come below the sleeves of the normal shirt). Students should expect


to be asked to remove a t-shirt if it has a pattern, or an offensive slogan, symbol or image that can be seen through the outer shirt.

Clothing that is similar in colour and style to the school uniform but displays advertising, logos or represents other sporting groups is not permitted.

School clothing supplied by Alinta is the only clothing to be worn.

The older style shirt for girls, with the curved collar, is no longer part of our uniform.

Hats Students are to wear the school hat when out in the sun. This includes before school, recess, lunch, sport and PD/Health/PE and when on outdoor excursions. School hats are available only from the Uniform Shop. Students are to remove their hats when indoors.


Accessories The rule of one applies:

Students may wear one small metal stud or sleeper in each ear. No other body piercing may be visible.

Students may wear one light metal chain necklace. (This must be tucked neatly into the shirt). No other form of necklace may be worn unless it is of cultural significance and is approved by Assistant Principal.

Students may wear one plain ring on each hand. Students may wear one small narrow metal bangle or bracelet. This does not mean one on each

hand. One School/Charity/Marist band may be worn in place of a bracelet or bangle. Belts are to be plain black or blue. Large belt buckles and studded belts are not permitted. Jewellery must not be worn on any other part of the body. Hair accessories are to be red, white or navy.

Grooming Hair is to be worn off the face neat and tidy. If worn long (on the color or longer), it is to be tied

back for health and safety reasons. Hair and colour must remain within the range of naturally occurring colours and hairstyles. No

radical shaving or styling will be permitted. If students have streaks they should not be of contrasting natural colours (eg. Black with blonde). Boys are to be clean-shaven. Fingernails must not be too long. If fingernails are painted, clear tones are to be used. Tattoos are not to be visible. Obvious make-up, body glitter or any other cosmetic accessory is not acceptable.

A Copy of the Uniform Code is located in each student’s diary.

Breaches of the Uniform Code

Uniform will be checked by the Tutor Group teacher All students, who are out of uniform, are to report to their respective Student Coordinator (Year)

during to Tutor Group. The students, who have a note from their parent/s, will present this note to their Student

Coordinator for signing. A uniform card will be issued to indicate a note has been sighted. The students who do not have a note from their parent/s, a uniform card will be issued to indicate

the Student Coordinator (Year) has sighted the student and noted the reason the student is out of uniform. A record of these students who report will be kept by the Student Coordinator.

Uniform will to be checked by Tutor Group teachers every morning- including jewellery and makeup.

The Student Coordinator writes a notification for all students who have been out of uniform 3 times in a term (without a parent note) and speaks with the student.


CyberSafety User Agreement for Secondary Students

Instructions for students

This document contains this cover page and three sections:

Section A: Introduction

Section B: Cybersafety Rules for Secondary Students

Section C: Cybersafety Use Agreement Form.

1. Please read sections A and B carefully. If there are any points you would like to

discuss with the school, let the school office know as soon as possible.

2. Discuss the cybersafety rules with your child.

3. Sign the user agreement form (Section C) and return that page to the school

office.

4. Please keep Sections A and B for future reference.

Important terms used in this document:

(f) The abbreviation '[CT' in this document refers to the term 'Information and Communication Technologies'

(g) 'Cybersafety' refers to the safe use of the Internet and ICT equipment/devices, including mobile phones

(h) 'School ICT' refers to the school's computer network, Internet access facilities, computers, and other school ICT equipment/devices as outlined in (d) below

(i) The term 'ICT equipment' used in this document, includes but is not limited to, computers (such as desktops, laptops, PDAs), storage devices (such as USB and flash memory devices, CDs, DVDs, floppy disks, iPods, MP3 players), cameras (such as video, digital, webcams), all types of mobile phones, gaming consoles, video and audio players/receivers (such as portable CD and DVD players), and any other, similar, ICT device as they come into use

Objectionable' in this agreement means material that deals with matters such as sex, cruelty, or violence in such a manner

that it is likely to be injurious to the good of students or incompatible with a school environment.

* The term 'parent' used throughout this document also refers to legal guardians and caregivers.


Section A: Introduction The school's computer network, Internet access facilities, computers and other school ICT equipment bring great benefits to the teaching and learning programs and to the effective operation of the school. The use of the school's ICT equipment are for educational purposes appropriate to the school environment. This applies whether the ICT equipment is owned or leased either partially or wholly by the school, and used on or off the school site. Parents need to note that while our school has rigorous cybersafety practices in place, it is not possible to completely eliminate the risk of exposure to inappropriate online content.

The school may monitor traffic and material sent and received using the school's ICT network. The school may use filtering and/or monitoring software to restrict access to certain sites and data, including email. You should be aware that general internet browsing by your chiEd from home or other locations other than school are not monitored or filtered by the school.

The school may audit its computer network, Internet access facilities, computers and other school ICT equipment/devices or commission an independent forensic audit.

All students will be issued with a user agreement and once signed consent has been returned to school, students will be able to use the school ICT equipment.

Section B: Cybersafety Rules for Secondary Students 1. I cannot use school ICT equipment until my parent(s) and I have signed my Cybersafety User

Agreement form and the completed form has been returned to school.

2. I will log on to school ICT with the user name the school has issued me with. I will not allow anyone else to use my user name. I will not tell anyone else my password.

3. While at school or a school-related activity, I will not have any involvement with any ICT material or activity which might put myself or anyone else at risk (e.g. bullying or harassing).

4. I understand that I must not at any time use ICT to upset, offend* harass, bully or threaten or in any way harm anyone connected to the school or the school itself, even if it is meant as a joke.

5. I understand that the rules in this use agreement also apply to mobile phones. I will only use my mobile phone(s) at the times that I am permitted to during the school day.

6. I understand that I can only use the Internet at school when a teacher gives permission and there is staff supervision.

7. While at school, I will not:

a. Access, or attempt to access, inappropriate, age restricted, or objectionable material.

b. Download, save or distribute such material by copying, storing, printing or showing it to other people.

c. Make any attempt to bypass security, monitoring and filtering that is in place at school. This includes but is not limited to the use of Internet proxy anonymisers.

8. If I accidentally access inappropriate material, I will:

a. Not show others

b. Turn off the screen or minimise the window and


c. Report the incident to a teacher immediately

9. I understand that I must not download any files such as music, videos, games or programs without the permission of a teacher. This makes sure the school complies with the Copyright Act 2006. I also understand that anyone who infringes copyright may be personally liable under this law.

10. I understand that these rules apply to any privately owned ICT equipment (such as a laptop, mobile phone, USB drive) I bring to school or a school-related activity. Any images or material on such equipment must be appropriate to the school environment. I also understand that the school can view the contents stored on these devices when brought to school or a school activity.

11. I will not connect any device (such as a USB drive, camera or phone) to, or attempt to run any software on, school ICT without a teacher's permission. This includes all wireless technologies.

12. I will ask a teacher's permission before giving out any personal information {including photos) online about myself or any other person. I will also get permission from any other person involved. Personal information includes name, address, email address, phone numbers, and photos.

13. I will respect all ICT systems in use at school and treat all ICT equipment with care. This includes:

Not intentionally disrupting the smooth running of any school ICT systems

Not attempting to gain unauthorised access to any system

Following all school cybersafety rules, and not joining in if other students choose to be irresponsible with

ICT Reporting any breakages/damage to a staff member.

15. I understand that the school may monitor traffic and material sent and received using the school's ICT network. The school may use filtering and/or monitoring software to restrict access to certain sites and data, including email.

16. I understand that the school may audit its computer network, Internet access facilities, computers and other school ICT equipment/devices or commission an independent forensic audit. Auditing of the above items may include any stored content, and all aspects of their use, including email.

17. I understand that if I break these rules, the school may inform my parent(s). In serious cases the school may take disciplinary action against me. I also understand that my family may be charged for repair costs. If illegal material or activities are involved, it may be necessary for the school to inform the police.


Section C: Secondary School Cybersafety User Agreement

Schools and the CSO will be doing their best to enhance learning through the safe use of

ICT. This includes working to restrict access to inappropriate, illegal or harmful material on

the Internet or school ICT equipment and devices at school, or at school-related activities.

Working progressively with students and their families, teachers will encourage and develop

an understanding of the importance of cybersafety. This includes providing children with

strategies to keep themselves safe in cyberspace and attending to enquiries from parents or

students about cybersafety issues.

We will respond to any breaches in an appropriate manner as per the CSO Workplace

Internet, Email and Network Usage Policy document.

To the student/parent/caregiver/legal guardian, please: 1, Read this page carefully to ensure that you understand your responsibilities under this

agreement

2. Sign the appropriate section on this form

3. Detach and return this form to the school office

4. Keep the document for future reference, as well as the copy of this signed page which the school will provide.

Student responsibilities include: Reading this cybersafety use agreement carefully and discussing the agreement with my

parents.

Following the cybersafety rules and instructions whenever I use the school's ICT

Following the cybersafety rules whenever I use privately-owned ICT on the school site

or at any school-related activity, regardless of its location

Avoiding any involvement with material or activities which could put at risk my own safety, or the privacy, safety or security of the school or other members of the school community

Taking proper care of school ICT. I know that if I have been involved in the damage,

loss or theft of ICT equipment/devices, my family may be responsible for the cost of

repairs or replacement

Keep this document somewhere safe so I can refer to it in the future

Asking the school's staff if I am not sure about anything to do with this agreement.


Student Leadership

Student Leadership Team The Student Leadership Team consists of approximately 50 students from Year 10. These students made a decision after the Leadership Course (undertaken by all Year 9 students in term 3), to take a more active role in school leadership. Students selected into the Peer Support Team undertake a further two-day overnight leadership training to equip them with skills in working with the students and staff. The Student Leadership Team play an instrumental role in the peer support program that orientates the Year 7 group into St Peter’s.

School Leaders Students from within the Peer Support team are nominated for the position of school leader by their peers at the end of the two-day overnight leadership training program. The students then have the opportunity to accept the nomination or decline. The leaders are then elected by the Campus community using a preferential voting system, followed by an interview with the Campus Executive to determine specific leadership roles. Leaders perform a number of ceremonial roles on special occasions. They liaise often with the Student Coordinators, Assistant Principals and Principal and play an instrumental role in the SRC.

Student Representative Council The SRC is elected using a preferential voting system from students within a cohort. In Year 10 the SRC representatives are elected using the votes from their cohort at the School Leaders ballot. The SRC representative for Year 8 and 9 are also elected at the end of the preceding year. The Year 7 SRC election occurs approximately half way through Term 1. The SRC meet regularly to consider student needs and examine how the student body can contribute to St Peter’s and the wider community. The SRC are responsible for the organisation of school socials and fundraising throughout the year.

House Captains Students in the Peer Support Team, who are not School Leaders or SRC representatives, may elect to be House Captains. The responsibility of the House Captains is to lead the house in sports carnivals and organise members of the Peer Support Team as needed in their house to assist with school duties.

Tutor Group Leaders These students are elected by their own class in an election run by the Tutor Group Teacher each semester. The Student Coordinator (Year) is to be informed of the results. These students collect the Tutor Group Rolls, help to coordinate special class activities, collect material from outside Student Services during Tutor Group and liaise with the Tutor Group Teacher. Tutor Group Leaders are elected each Semester and are presented to the Form at a Form Assembly.


Shoes The uniform requirement for: Formal school shoes must have a defined heel.

SCHOOL SHOES Black hard leather polishable lace-up shoes

CORRECT INCORRECT


Boys wear school sport shorts and white St Peter’s Campus polo shirt. School socks (white with 2 navy strips – no other style including ankle socks) and supportive sport lace up joggers (not- Converse; all black; suede; canvas; high tops/boot; skate shoes; slip on or Velcro strap shoes) Girls wear school sport shorts, and white St Peter’s Campus polo shirt. White socks (not ankle socks) and supportive sport lace up joggers (not- Converse; all black; suede; canvas; high tops/boot; skate shoes; slip on or Velcro strap shoes)

Sport Shoes Sport shoes must be supportive sports joggers and have laces

CORRECT INCORRECT

Laces done up, not tucked in

Solid, supportive heel counter

Clearly defined, supportive arch and heel.

No boots/high tops No converse

No slip on shoes

No all black or canvas shoes

No velcro or straps

http://www.bing.com/images/search?q=Cross+Training+Shoes&FORM=HDRSC2#view=detail&id=FB61F92E21C1B11E9080DF0A4884C32FA12645A4&selectedIndex=56

http://www.bing.com/images/search?q=sports+shoe+soles&qs=n&form=QBIR&pq=sports+shoe+soles&sc=1-17&sp=-1&sk=#view=detail&id=503E09761A515ABA728B04DA529A3D39E2E34B6F&selectedIndex=24

http://www.bing.com/images/search?q=black+canvas+shoes&FORM=HDRSC2#view=detail&id=5EDB937996BE648EE512BE7C8E942D1617D3412C&selectedIndex=0

Documents

“Accepting the Challenge Together” · All Saints’ College, St Peter’s Campus Maitland – Student Handbook 2018 Page 4 Mission ASC Identity “And so we shall all come together