Soaring Above & Beyond Expectations at Redcliffe

SABER

PROSPECTUS &

PARENT INFORMATION

2020

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Dear Parent/Caregiver

Welcome to Redcliffe State High School.

It gives me great pleasure to present this information about our school, our students

and our emphasis on “Soaring Above and Beyond Expectations at Redcliffe (SABER)

in all that we do.

As you peruse the information contained within, you will become aware that our school

is one of very proud traditions and ceremonies with a resolute focus on quality

outcomes for our students. It is within our caring environment which we so

energetically maintain, that excellence for your son or daughter can be achieved. Our

school boasts many fine student achievements across the curriculum and we continue

to support the successes of our committed, highly skilful and professional staff.

Please don’t hesitate to contact our staff at any time in regard to furthering your

understanding of the school and its offerings. I look forward to meeting you in the

near future.

Yours sincerely

Shona McKinlay

Principal

Principal – Miss Shona McKinlay Deputy Principals Mr Josef Bucher, Ms Sue Linde and Miss Maria Williamson

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Table of Contents

2020 School Term Dates 3

School Profile 4

SABER Statement of Intent 5

School Details 6

General Information 8

School Traditions 13

Curriculum Overview 14

Programs of Excellence 16

Extra Curricula Activities 19

Student Dress Code 20

Homework Policy 25

Excursion Policy 27

Sick/First Aid Room Policy 28

Sun Safety Policy 29

ICT Internet Policy 30

Responsible Behaviour Plan for Students 31

SABER Award Scheme 48

Code of Conduct 50

Respect Project 51

Parent Code of Conduct 53

Complaints Management 56

Chaplaincy Service 58

SABER Hub (Special Education Unit) 60

Parents & Citizens Association 61

School Council 63

Student Resource Scheme 64

School Transport Scheme 66

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Queensland term dates - 2020

Term 1 Tuesday 28 January 2020 03 April 2020

Term 2 Monday 20 April 2020 26 June 2020

Term 3 Monday 13 July 2020 18 September 2020

Term 4 Tuesday 6 October 2020 11 December 2020

Staff professional development days for 2020

• 23, 24 January

• 15, 16, 17 April

• 19 October

Finishing dates for 2020

• Year 12 - Friday 20 November

• Year 10 and 11 - Friday 27 November

• Prep to Year 9 Friday 11 December

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School Profile Administration Team

Principal Ms Shona McKinlay

Deputy Principals Mr Josef Bucher Ms Sue Linde

Miss Maria Williamson

Guidance Counsellor Mrs Claire Ruggieri

Business Services Manager Miss Cailin Butterworth

Heads of Department (HOD)

Digital Technologies, Business and IT Mrs Roanna Niven

Creative Industries Mrs Brylee Taylor

English Mrs Rachel Skelton

E Learning, Coaching and LOTE Mrs Valerie Blane

HPE & Sport Mr Mick Baker

Design Technologies (ITD) & Hospitality Mr David Christie

Junior Secondary Mrs Lauren Martin-Gaskell

Learning Engagement Mr Tristan Houghton

Mathematics Mr Jamie Brunje

Science Mr Carl Coleman

Senior Schooling Mr Dan McKennariey

Senior Pathways Mr Alex Harding

Social Science (Humanities) Mrs Angela Auton

Head of Special Education Services

HoSES Mrs Louise Fraser

Excellence Program Coordinators

Accelerated Music Mr Nathan Falkenhagen

Dangerous Minds Mrs Angela Auton & Mrs Rachel Skelton

Drama Mrs Sarah Darlington

Girls’ Sport and Fitness Academy Miss Morgan Te Oka

Rugby League Mr Scott Murray

STEM Institute Mr Jamie Brunje & Mr Carl Coleman

Visual Arts Mr Justin Kramer

Subject Coordinators

Sport Mr Jake Laack

Japanese Mrs Valerie Blane

Instrumental Music Mrs Emma Nicolopoulos

Year Level Coordinators

Head of Junior Years (7, 8 and 9) Mrs Natasha Walsh

Head of Senior Years (10, 11 and 12) Mr Mitch Brain

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Our school community caters for a diverse range of students from different cultural, ethnic and socio-economic backgrounds. We believe that all students can learn and achieve success. We accept responsibility for enhancing student outcomes, monitoring achievement and ensuring that learning occurs within our pedagogical framework. Positive and productive relationships form the foundation of our supportive learning environment, our processes and our structures. We aim to provide a remarkable range of academic, sporting and cultural opportunities so that students can achieve our vision of 'Soaring Above and Beyond Expectations' at Redcliffe SHS (SABER) and celebrate their successes. Our school values support the vision, we value: Soaring When we are ‘soaring’, we are: • Self-directed and committed learners

• Obtaining excellent outcomes

• Achieving with enthusiasm

• Reflecting upon the big picture using knowledge

Above To function at an ‘above’ level, we: • Always strive to reach potential

• Balance creative approaches with purpose driven work

• Optimistically set and aim to achieve academic goals

• Value and take advantage of opportunities

• Engage meaningfully in learning

Beyond When we go ‘beyond’, we: • Become involved in extra curricula activities

• Extend our own ability

• Yield excellent outcomes

• Overtly set and achieve higher goals

• Naturally show initiative

• Do our best in all spheres

Expectations Parents, students and staff ‘expect’ everyone to: • Exhibit truth, honesty and integrity

• eXpect and complete all homework

• Positively respond to feedback

• Expect and seek help

• Consistently be well mannered, punctual and prepared

• Tidily wear the correct uniform

Redcliffe SHS Redcliffe SHS students and staff will: • Relate positively and productively with others

• Exhibit enthusiastic, passionate and hardworking approaches

• Demonstrate pride in one’s self and our school

• Consistently model high behaviour standards

• Learn in the world-wide community

• Improve the school’s reputation in the community

• Find ways to actively participate

• Form positive work habits to achieve potential

• Expect ‘greatness’ from everyone.

Redcliffe

State High

School

Statement of

Intent

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School Details

Redcliffe State High School was founded in 1958 and is a Band 11 school with an average enrolment of 1400. It is part of the Sunshine Coast South District.

Physical Location

Redcliffe High is located centrally on the Redcliffe Peninsula, which is approximately 45 minutes drive north of Brisbane. It is one of two state high schools servicing the Peninsula and most of the school’s clientele come from the suburbs of Redcliffe, Margate, Kippa-Ring, and Scarborough.

The school is located on the fringe of the Redcliffe Central Business District in a well-established, historically significant residential area. The dual campus is situated on Oxley Avenue.

Facilities

The Eastern campus is of the traditional school style with single classrooms and specialist subject area facilities containing single function buildings such as the Library, as well as a new purpose built Junior Secondary precinct.

The Western campus has performing and creative arts facilities, basketball courts, upgraded oval and a gymnasium. A visual arts centre housing professional artists, classrooms, studios and gallery has evolved into Studio Red. In 2011 a Federally Funded Trade Training Centre and Science and Japanese Laboratory were also built on this campus. In 2018 the new Administration Centre and Hall were opened, located next to the Gym. A pedestrian overpass connects the two campuses.

Within a two kilometre radius of the school are the following community based facilities to which students have access: a 50 metre swimming pool; rugby league, soccer, softball, baseball and astro-turf hockey fields; tennis, squash and netball courts; the beach; an amphitheatre; PCYC facilities; Redcliffe Library and Art Gallery; Redcliffe Tafe; Museum incorporating First Settlement City Historical Society programs.

Programs

We have reached an optimum student population size that will make the most efficient use of resources, facilities and relationships to maximise students’ outcomes, in accordance with our “Soaring Above & Beyond” expectations.

The Maths block has been developed as a Maths Learning Centre, complementing innovative facilities of three specialised Mathematics Laboratories.

Curriculum offerings include a wide range of learning experiences to match the needs of our diverse student body. Heavy emphasis is placed on academic, sporting and scholastic rigour.

The Curriculum in the Junior School is based on the eight Key Learning Areas of the Australian Curriculum within the Middle Phase of schooling. Year 10 is a transition year, encompassing the Australian Curriculum in preparation for the new QCE.

Within the senior school, this diversity is further reflected in subject offerings with the addition of a range of General and Applied subjects, VET and university subjects. Students have the flexibility to select programs destined for tertiary education or work. Options are kept as broad as possible.

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Students

A range of policies and programs are in place to support and complement curriculum offerings and build a supportive school environment for our students.

These programs include:

� The HUB (this caters for Students With Disabilities and Learning Support students)

� programs for gifted students (extension classes/Programs of Excellence)

� conflict resolution (processed through the “Blue Room”)

� behaviour management processes and support structures utilising our “Blue Room” (students, staff & parents)

� anti-bullying strategies

� chaplaincy (two part-time Chaplains)

� year level coordinators ( for each Year level, focussed on student welfare)

� Pathways classes (Yr. 10,11,12 these assist in Career planning & QCS preparation)

� School Based Police Officer (assists students & staff)

� School Health Nurse (assists with health issues)

� Guidance & Counselling through the school Guidance Officer

Students take pride in their school and its traditions. School uniform is worn in line with our legislated dress code. Students are caring and friendly and attitudes towards success continue to improve.

Staff The teaching staff of Redcliffe State High School reflect the teaching and learning needs of our student population. The school benefits from the expertise of a quality teaching fraternity.

As teachers are encouraged to be innovative and to experiment in the search for continuous improvement, professional development is on-going. Teaching staff develop their teaching strategies and practices through:

� accessing the expertise of fellow staff members, both formally and informally

� attending workshops and courses as they become available both internally & externally

Professional development activities are focussed on teaching pedagogy and student learning styles, and the development of information technology skills.

Our specialised support staff and volunteers are vital to the smooth running of the school, as they support students’ learning both directly in the classrooms and indirectly through associated programs.

Community

Parents are supportive of our school, its activities and its programs. Our Parents and Citizens Association work energetically to meet student and teacher needs and to improve the provision of quality education and student outcomes. They meet on the 2nd Wednesday of each month.

The Moreton Bay Regional Council, various sporting and service clubs and Returned Services organisations have strong ties with our school.

The school has a highly valued group of volunteers who assist and support students and the school through a variety of activities such as learning assistance programs, tuckshop and the School Musical.

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General Information

ADDRESS: Cnr Oxley Avenue and Klingner Road Redcliffe Qld 4020 (PO Box 510 Redcliffe)

Daily Routine 2019

After school on a Friday, is set aside to assist students who have been identified as needing extra assistance with literacy and numeracy (AIR program). Other students will finish the day at the end of period 4 (1:10pm). On campus study classes will be provided for those students who wish to remain at school after 1:10pm on Fridays. Please be aware, there is no obligation on a school to provide supervision outside the set school hours, (RSHS school hours are listed above) and Redcliffe State High school does not have staff on playground supervision before school commences each day.

PHONE NO: (07) 3897 1111 OFFICE HOURS: 8.00 am – 3.30 pm Monday, Wednesday and Friday 7.30 am – 4.00 pm Tuesday and Thursday SCHOOL HOURS: 8.40 am – 2.40 pm (Students are expected to be at school at least 10 minutes before first

lesson)

WEBSITE: Redcliffe High: www.redcliffeshs.eq.edu.au Education Queensland: www.education.qld.gov.au

Monday Tuesday Wednesday Thursday Friday NO Assembly or

Form 8.40 – 8.50am Parade or Form

8.40 – 8.50am Parade or Form

8.40 – 8.50am Parade or Form

NO Assembly

or Form

Period 1 8.50 – 10.00am 8.50 – 10.00am 8.50 – 10.00am 8.50 – 10.00am 8.40 – 9.40am Period 1

Period 2 10.00 – 11.10am 10.00 – 11.10am 10.00 – 11.10am 10.00 – 11.10am 9.40 – 10.40am

Period 2 Break 1 11:10 – 11:50am 11:10 – 11:50am 11:10 – 11:50am 11:10 – 11:50am

Period 3 11.50 – 1.00pm 11.50 – 1.00pm 11.50 – 1.00pm 11.50 – 1.00pm Break 10.40-11.10

Lunch 1.00 – 1.30pm 1.00 – 1.30pm 1.00 – 1.30pm 1.00 – 1.30pm 11.10 - 12.10pm

Period 3 Period 4 1.30 – 2.40pm 1.30 – 2.40pm 1.30 – 2.40pm

10&11 SPORT 1.30 – 2.40pm 7,8 & 9 SPORT

12.10 - 1.10pm

Period 4

Lunch-Air

students only 30 Minutes

1.10 - 1.30pm. After

School 1.30 -2.40pm

AIR Students

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Academic Intervention and Response (AIR) Redcliffe State High School is using the High Reliability Schools (HRS) framework to shape our strategic vision for the school. A key component of HRS is to have an effective intervention strategy. The Academic Intervention and Response (AIR) program has been implemented to maximise the outcomes of all students at Redcliffe State High School. We have a strong academic culture and we believe that all students are capable of succeeding at school if they are given the opportunity to do so.

The Friday timetable is adjusted to incorporate a 70 min session for AIR at the end of the day. Student participation in AIR is determined by the teachers, based on individual student requirements. It provides time for students to focus of areas of Academic need.

Absence from School Students are expected to attend school on each day of the school year. Full attendance is required for students to be eligible to receive a Queensland Certificate of Education.

Parents/Carers must telephone the schools absence line 07 3897 1160 or log into Compass/Qparents portal to provide reason and authorise unexplained absence on the morning the student is absent before 10am. Please note: a medical certificate must be provided for absences of 3 or more days or if students are missing assessment deadlines.

School Absence Number: 3897 1160 (message service available 24 hours)

Absence email address: absence@redcliffeshs.eq.edu.au

By regulation, all students must attend school until they reach 16 years of age or finish Year 10. Further, young people are then required to participate in education or training for a further two years, or until they have gained a Queensland Certificate of Education or a Certificate III vocational qualification, or until they have turned 17. However, students who have either completed Year 10 or turned 16 will be exempted from this requirement if they have entered full-time work.

Bicycles Bicycle racks are provided for student use and all bicycles must be stored in these racks. For security reasons, it is recommended that bicycles be chained. The school cannot accept responsibility for the security of bicycles parked in bike racks. The bike enclosure will be locked shortly after 8.50 a.m. each day. Students arriving at school later than this time will not be able to use the enclosure. The use of bicycle helmets is required by law. As the bike racks are opened early on Wednesday and Thursday, we strongly encourage that all bikes be chained.

Driving Students who drive to school are not permitted to drive or park their vehicles in the school grounds. Vehicle registration numbers must be provided to the office.

Additionally, they may only carry other students in their vehicles if written permission from parents of driver and passengers has been lodged with the Office.

Late Arrivals to School All students who arrive late MUST report directly to Administration (Western Campus) or SABER Centre (Eastern Campus) to be signed into Compass regardless of the time of arrival at school. Then go directly to class. A note from the parent/carer to authorise the student being late MUST be given. If no authorisation for lateness is given, students will be issued with a detention. Persistent lateness will be dealt with by the appropriate Head of Years.

Leaving School Grounds –Early Departures The staff at Redcliffe State High School are not able to collect students from classes during the school day. If you require a student to depart school prior to the end of the school day, a note from the parent/carer must be shown to the class teacher, the student must then proceed to the Administration (Western Campus) to be signed out in Compass. Students are not permitted to leave class without this note to sign out. Students who do not follow this process will receive consequences.

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Sick Bay The main Sick Bay is located in the SABER Centre on the Eastern Campus with a smaller Sickbay in the Administration centre on the Western Campus. This is a ‘holding area’ only for students to wait for parents/guardians to collect them. Process for students entering sick bay: Must inform the class teacher who will complete the ‘Out of Class Log’ in their diary and the student will go to the closest sickbay with all of their belongings. Staff will telephone parents/carers to collect student and parent/carer will be notified which campus they will need to be picked up from. If no parent/carer is able to be contacted, people listed as emergency contacts will be telephoned. (Make sure emergency contacts are up to date). Students cannot be released to any person other than those listed as parent/carer or emergency contacts. Students are NOT UNDER ANY CIRCUMSTANCES, to contact parents to advise they are unwell. All students must follow the above procedures. Students contacting parents directly are in breach of the Workplace Health and Safety requirements and can make locating the student very difficult (e.g. an unwell student in toilet and school has no knowledge of their whereabouts).

Messages for Students In a school with over 1400 students, giving individual messages to students is not possible and is NOT a service we can offer. In the case of a genuine emergency staff can be released to access a child to provide a message but we stress; this is only in the case of a genuine emergency.

Parent/Teacher Interviews Parent/Teacher Interview evenings are held during Semester I and Semester II. Parents/Carers who wish to contact their child’s teachers at other times during the school year are encouraged to contact them via their individual email addresses found on the school web-site. https://redcliffeshs.eq.edu.au/Ourschool/Ourstaff/Pages/Ourstaff.aspx

References School references are issued on application to students who are seeking employment with a view to leaving school. Students on transfer to another school are not eligible for a school reference.

Property Identification/Lost Property All clothing, books and other articles should be clearly marked with the student’s name. This reduces the chance of theft and ensures for ease of identification if lost. Lost property is located in the office.

Reports Reports are issued at the end of each term. At the end of the year, Year 12 students receive an Interim Statement of Results. Students are urged to carefully store all reports – obtaining copies is a time-consuming process and thus, there will be a charge for this request.

Safety Precautions Impervious shoes which meet industrial safety standards must be worn during ITD, Hospitality and Science lessons. Students in ITD will be required to wear face shields and hair nets whilst operating machinery. Uniform expectations must be met at all times.

School Transport Queensland Transport Department (School) – Phone 3834 2011

Bus Companies that service the school: Hornibrook Bus Line Pty Ltd Phone 3284 1622 Kangaroo Bus Lines Phone 1300 287 525 G&D Ward Buses Phone 5497 9789

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Enrolment Management plan Our Enrolment Management Plan is gazetted with the Queensland Government in line with the Queensland Education Act. It is ultimately designed to ensure the effective provision of facilities, resources and conditions for high quality learning. This plan will allow children residing within the catchment area, and those that meet the Admissions Criteria, to be eligible to enrol.

Sport/Physical Education Sport and Physical Education is included as part of the school’s curriculum and it is mandatory for all students to participate, the Federal Government requires participation in programs of physical activity for 2 hours per week. Notes from parents are required for temporary non-participation. Students are expected to wear the school’s informal uniform for these lessons. Sport will occur in Period 4 on Wednesday for Year 10, 11 and 12 students and in period 4 on Thursday for Years 7, 8 and 9. Parents and Guardians need to be aware that the Department of Education Training & the Arts does not have Personal Accident Insurance to cover students.

Student Welfare The welfare and well-being of our students is a high priority at Redcliffe High. The care of students is, in the first instance, the responsibility of the teachers and Heads of Year. If a problem or issue cannot be solved at this level, it may be referred to the SABER Centre team and the Blue Room. Parents may contact the Head of Year (Junior or Senior) on the matter of a welfare issue. The “Blue Room” located in the SABER Centre is the first source of support for students who may be experiencing difficulties with peers or staff.

Valuables Large sums of money or other valuables should not be brought to school and the school accepts no responsibility for them. On the rare occasions when this is unavoidable, they should be left at the Main Office for safe keeping. Students may make payments to the office before school and at morning tea. Parents can make payments between 8.00 am and 4.00 pm, (8.30 – 3.30pm Friday)

Visitors to the School All visitors to the school must report immediately to the main office in the Administration building. Visitor’s badges will be issued to any persons who have been given the permission of the administration to visit a student or staff member of the school. No person may communicate with students or staff unless he/she has permission and is wearing an official visitor’s badge. This includes sporting events during school hours e.g. Athletics Carnival. Only those people named on our student information data base will be given permission to visit at appropriate times.

Mobile Phone Policy The use of mobile phones can be disruptive to the learning environment of all students; Redcliffe SHS has therefore put into place this policy to ensure that the rights of all students and staff are respected as well as ensuring a safe and supportive learning environment:

1. There are times when it is genuinely appropriate and beneficial for students to have access to a mobile phone. This is to be decided by the student and their parent or caregiver. Students may need to contact parents in emergencies or to confirm collection details for after school. However, except in times of genuine emergency, mobile phone use is not acceptable at Redcliffe SHS.

2. If mobile phones are brought to school they must be kept on the student at all times. They are not to be left in bags etc. Students who have, for example, Physical Education classes where they cannot carry their phones must leave their phones in the administration block prior to attending the class.

3. Students must have their mobile phones switched off and out of sight during class time.

4. Students are not permitted mobile phones in exam rooms under any circumstances.

5. Students are only permitted to use their mobile phones before and after school, and during lunch breaks only in case of genuine emergency.

6. Mobile phones are not to be used in any manner or place that is disruptive to the normal routine of the school.

7. Students are not to use mobile phones to harass other students or staff.

8. Students are not to use mobile phones to contact parents in a way which would circumvent normal school procedures e.g. using a phone in an emergency situation could put parent, students and staff in danger.

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9. In-phone cameras are not to be used anywhere a normal camera would be considered inappropriate, such as change rooms and toilets. Students are not permitted to photograph or film others without their prior consent.

10. Appropriate disciplinary action will be taken against any student who breaches any of these rules.

This policy also applies to students during school excursions, camps and extra-curricular activities.

Mobile phones are brought to school at their owner’s risk. The school strongly discourages students bringing any electronic devices to school and if brought, are at the risk of the owner. In the event of the loss, theft or damage of any device, the school will accept NO responsibility nor will excessive time be used investigating any theft or damage. School has no insurance cover for loss, damage or theft of personal property.

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School Traditions

Redcliffe High was established in 1958. Our campus is situated on either side of Oxley Avenue.

Motto Faire sans Dire – Deeds without Words

School Colours Brown – the colour of the cliffs which gave Redcliffe its name Blue – the colour of the sky and the waters of the bay

School Poem & Badge

The proud sea eagle hovers high And spreads his mighty golden wings To catch the amber shafts of light The rising sun in promise brings Striving higher, higher he soars Over cliffs of red and waters clear To win the triple victories Which rest upon the “Faire sans Dire”

Anne Hayward 1962 The triple victories mentioned in this poem refer to the triple victories we must aim to win in body, mind and spirit and of the three fields of endeavour in which we can win such victories whilst at school – in schoolwork, in sport and in other activities. Notice how these triple victories are symbolised on our badge.

Soaring Above & Beyond Expectations at Redcliffe (SABER) Our school SABER ethos was developed through consultation with members of the school community to re-culture, re-energise and refocus the efforts of the school community, in order to achieve an improved learning environment and increase quality outcomes for our students. The SABER vision aims to instil commitment, loyalty and a strong school identity, through celebrating and recognising students and school personnel working “Above & Beyond” normal expectations.

Houses Bongaree The Aboriginal man who was the interpreter for Matthew Flinders (House colour - Blue)

Jindobarri One of the Aboriginal peoples that lived in this area (House colour - Red)

Murrumba The Aboriginal word for ‘good’ (House colour - Green)

Turrubul One of the Aboriginal peoples that lived in this area (House colour - Gold)

Ceremonies/Events

Anzac Day Ceremony April Reddi Showcase May

Student Leader & Senior Investiture September

Sports Awards October Academic Awards Night October

Senior Formal November

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Curriculum Overview

Year 7, 8 and 9 students have a curriculum based on the Australian Curriculum and the KLA’s

� English

� Maths

� Science

� Humanities

� Health & Physical Education

� Creative Industries

� Design and Digital Technologies

� Language Other Than English

Core subjects for the Australian Curriculum include Maths, English, and Science for Year 7, 8, 9, and 10. All students will also study History and Physical Education in Year 7, 8 and 9. Year 9’s will choose one elective and Year 10 will choose three electives.

Year 10 is a transition into Year 11 and 12 study. All students will be eligible for a Queensland Certificate of Education (QCE) at the end of Year 12.

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Year 11 and 12 - The Senior School Students in Year 11 and 12 study a range of Authority, Authority Registered Subjects and stand-alone VET certificates. Students may also opt to undertake a School Based Traineeship or Apprenticeship (if available). Students interested in this option should seek out an employer and then see the Head of Department Senior Schooling. Students who wish to receive an Overall Position score must study at least five Authority subjects. Some Authority Subjects have embedded vocational modules:

QCAA general pathway ATAR (University pathway)

English Physics

Accounting Engineering Technology

Business Ancient History

Digital Solutions Geography

Economics Legal Studies

Physical Education Modern History

Drama Design

Film Television & New Media General Mathematics

Music Mathematical Methods

Visual Art Specialist Mathematics

Biology Japanese

Chemistry

Applied practical Pathway - APP Applied, VET and Specialist Programmes

Essential Mathematics Essential English Sport and Recreation Early Childhood Studies Drama in Practice Social & Community Studies

Media Arts in Practice Tourism

Music in Practice Building and Construction Skills

Visual Arts in Practice Furnishings Skills

Hospitality Practices

VET

BSB20115 Certificate II in Business RTO Redcliffe SHS ( RTO code 30430)

Certificate III Labskills – RTO AB Consulting (RTO Code 5800)

Certificate II Engineering- RTO Blue Dog (RTO Code 31193)

Certificate III Sport and Fitness -RTO Binnacle (RTO code 31319)

CT20115 Certificate II Information, Digital Media and Technology RTO Redcliffe SHS (RTO code 30430)

Girl’s Sport and Fitness –Certificate III Sport and Fitness, RTO Binnacle (RTO code 31319)

CUA20215 – Certificate II in Creative Industries – RTO RSHS RTO code 30430

FSK20113 - Certificate II in Skills for Work and Vocational Placement RTO Redcliffe SHS (RTO code 30430).

Other Program of Excellence Rugby League Girls’ Sport & Fitness Academy

Brisbane School of Distance Education - LOTE Centre for Artistic Development (CAD)

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Programs of Excellence

Drama

This program is designed to allow young artists to soar “Above and Beyond” expectations in the Dramatic Arts. By exploring their own voices and capabilities, the students will have the opportunity to pursue their own excellence. The program provides students with a theoretical and practical understanding of their art, ensuring they can create as well as respond to and produce works of art. Students participating in this unique program are provided with a broad range of opportunities, including Trette Masks, acting workshops, plays, musicals and links with community and specialist organisations.

The limited numbers of students and the extension of classroom contact time guarantees individual attention for all students participating in the program. For more information, contact the Coordinator Ms Trish Johnson on 3897 1163 or email tjohn375@eq.edu.au

Visual and Media Arts

Redcliffe State High School’s Centre for Excellence in the Visual Arts – Studio Red – encompasses our students working with resident Artists from our local and broader arts community. Students may study a variety of art media ranging from traditional forms such as sculpture, painting and ceramics through to contemporary art media including animation, web & graphic design. A program has been developed to both inform and inspire our students to discover the real world excitement and opportunities in the visual arts. The Excellence program offers a range of exceptional opportunities and experiences including:

• Access to all the unique opportunities offered by Studio Red

• All students will be placed in a single class in order to accelerate their progress in Visual Art

• Visits to art galleries / cultural precincts

• Before and after school workshops to extend students

• Broader vocational workshops in curation and gallery administration

• Access to Certificate and tertiary level courses in Visual Arts including multimedia or graphic design

• Opportunity to undertake traineeships in a range of visual art industries

• Mentoring by artists working in Studio Red

• More in-depth and wider access to both traditional and electronic media

For further information, contact the Coordinator Mr Justin Kramer on 3897 1111 or email jkram2@eq.edu.au

STEM Institute – (Science, Technology, Engineering and Maths Excellence Program)

The STEM Institute is an Excellence Program offered to students entering Year 7 at Redcliffe State High School, it is a collaboration between the Science (including Engineering), Industrial Technology and Design (ITD) and Mathematics Faculties. The STEM Institute builds on relationships and teacher expertise that has developed since the Program of Excellence for Mathematics, Science and Technology (previously named AMSRO and MSEP) was first implemented in 2001. This powerful program of mathematics and science expertise now comes together with well-established partnerships forged with F1 in Schools sponsors, built on 7 years of building, problem-solving and racing at local, national and international tracks. The class is extended by: • Medium to long-term problem-solving and design projects and competitions such as F1 in

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Schools and Moreton Bay District STEM Challenge • Exposure to partner organisations such as EM Calibrations and the Robert Bird Group • Specific deepening in problem-solving methods including higher mathematics concepts. For more information, contact Mr Carl Coleman or Ms Michelle Fry on 3897 1111 or email mfry33@eq.edu.au

Program of Excellence in Rugby League

Redcliffe High School acknowledges the depth of talent existing in the community and has developed a Rugby League Excellence program to give young men the opportunity to develop their skills further in order to realise their potential. Redcliffe Rugby League Club sponsors the program and has been heavily involved in the development of the program’s curriculum. NRL Club the Brisbane Broncos is involved with the program through coaching and development. In addition they provide some prizes for the annual Sports Awards.

The course caters for students from Year 8 to 12. Students need to have displayed a positive attitude and capabilities in Rugby League both on and off the field. Students who have been identified as having these traits may be offered a position in the program. Applicants who feel that they possess the attitude and personal capabilities are welcome to apply for a position in the program by contacting the school and requesting an application form be sent to them. To ensure quality educational outcomes, numbers in the program are extremely limited.

For more information contact Mr Mick Baker on 3897 1111 or email mbake17@eq.edu.au

Girls’ Sport and Fitness Academy

To demonstrate our commitment to achieving ‘Above and Beyond’ outcomes for our students, Redcliffe High developed a School of Excellence in Soccer. From this, we have developed an academy that provides girls an opportunity to excel through a variety of sporting and fitness contexts. The course will cover six semesters over Years 7, 8 and 9. Students will further develop their skills while learning about many other aspects of sports and fitness. The Year 7, 8 and 9 units will mirror the National Curriculum and this will lead into the Senior School Program of Excellence – Girls Sport and Fitness Academy in Years 10, 11 and 12. These programs are being offered to prepare players for possible careers in the Sport and the Fitness Industry.

Many local community partners are endorsing the program and their support extends to assistance in coaching clinics with senior club players and coaches as well as providing playing and training outfits. The Program Coordinator is Ms Morgan Te Oka, a Level 2 Softball Coach and past state representative who is also an integral member of the HPE and SPORT team who brings a professional attitude and work ethic to Redcliffe SHS. Academy members will compete in the Sunshine Coast South Zone Competition as well as participate in numerous extra–curricular competitions including Golden Glove, World’s Touch, All Schools Volleyball, Vicki Wilson Cup, Vikings Futsal and others.

We would like to offer you the opportunity to apply for a position in the Redcliffe State High School Program of Excellence – Girls’ Sport and Fitness Academy. This chance to further develop your skills while studying at one of South-east Queensland’s most innovative schools is unique. Girls in the Program of Excellence will have the opportunity to play in competitions not available to other schools on the Redcliffe Peninsula. For more information contact Mr Mick Baker on 3897 1111 or email mbake17@eq.edu.au

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Accelerated Music Program

Our Accelerated Music Program, (AMP) is a program for students who see music as a significant part of their lives. It is a concept first developed several years ago in our Excellence in Visual Arts and Drama programs and is designed to identify students with specific talents, bring them together in one class and provide a rich and more focused environment in which to more fully develop their individual abilities. It is directly linked to our instrumental program and will provide linked assessment opportunities.

The purpose of the program is to extend and develop student’s enjoyment and understanding of music and music culture above and beyond what is normally possible in classroom music.

Opportunities to participate appreciate and broaden their knowledge and experience in wide range of musical styles and genres in both a classroom and performance environment will prepare them for their musical future, whether it is in classic or contemporary performance, sound or lighting.

For more information, contact Mrs Brylee Taylor on 3897 1192 or email bcolu4@eq.edu.au

Dangerous Minds,

Humanities Program of Excellence

We offer a Humanities Excellence program, Dangerous Minds that has been written and designed by highly experienced English and Social Science teachers. The course focuses on extending and challenging academically gifted students in History and English, during the Junior Secondary phase of high school.

If you have any questions or would like more information on any of the subjects offered within the Social Sciences, please do not hesitate to call Mrs. Angela Auton, HOD Social Science on 3897 1138 or email aauto2@eq.edu.au

Remarkable Redcliffe High ……

from Creative Industries to STEM we have you covered!

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Extra Curricula Activities

Performance Music

The Instrumental Music program at Redcliffe State High School is dedicated to giving students the skills and the opportunity to experience music as a performance art. Redcliffe High offers a large variety of musical experiences, such as playing in various types of ensembles, receiving tuition from guest conductors who are recognised professionals in their field, and performing widely within the school and local community. A highlight of the program is participation in tours.

Students in the instrumental program receive free lessons and are able to hire larger instruments such as Tuba or Baritone and Saxophone. They are able to play in a Concert Band, Stage Band, and various other Ensembles, including a growing String ensemble. Opportunities are available to perform in duets, trios and other mixed groups. In addition we have a dynamic vocal group, whose repertoire ranges from classical through to contemporary including jazz, pop and gospel, solo performances are also encouraged.

Redcliffe High is proud to have partnered officially with Red Music Centre to offer guitar, piano and singing lessons via an in school program in 2017. We are delighted to have partnered with RED as they offer professional teachers, a wide variety of performance opportunities, exam and eisteddfod preparation as well as masterclasses and workshops. Lessons were mostly held during school time on a one to one or semi-private basis. The lessons were provided on a user pays system. This partnership will continue in 2018

Student Representative Council

The Student Representative Council is an important and dynamic group within Redcliffe State High School. Students from all year levels organise and run the SRC. They make recommendations and decisions on matters which are relevant to students and the wider school community. The Council organises school functions, fund raising activities and members make recommendations to other school committees. It is responsible for a variety of events that make up a significant amount of the calendar in the Redcliffe State High School year. The Council is divided into a number of Saber Groups. Each group selects and develops a core focus which is then acted on by the members of the group. Each group member will contribute their own skills and time to achieve the outcomes decided by the Council. Many of the Council representatives use their work for the SRC to achieve leadership awards for other, parallel programs within the school.

Interact Club

Social interaction and local community service are the focus of the Interact Club which is open to all students. The club’s operations are supervised by a staff member and a member of a local Rotary Club.

For further information about the Interact Club please contact Miss Amira Hamzic 0n 3897 1111 or ahamz6@eq.edu.au

Sport

Our school has a traditional culture of sporting students. Students who attend Redcliffe State High School are given the opportunity to participate in either the Interschool or Recreational Program. The choices students have in selecting their sport are second to none. In the Summer Season, students may select from Volleyball, Basketball, Futsal, Softball, Cricket and Touch. In the winter they can choose from Basketball, Volleyball, Rugby League, Soccer, Netball and AFL. Redcliffe State High School has a track record of developing both past and current sporting icons throughout Australia. Students involved in our Sport Program have the opportunity to represent the school, district, state and nation across a variety of team and individual sports. At Redcliffe State High School we value Sport as part of our school’s Statement of Intent.

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Redcliffe State High School Dress Code The P & C Association of this school endorses the school uniform as outlined below. Students are expected to purchase and wear the uniform as outlined in this policy. No variations to the two formal options are acceptable. A Dress Code in Queensland Schools is supported by legislation (SMS-PR-022: Student Dress Code). Students will adhere to the dress code when:

• attending or representing the school

• travelling to and from school

• engaging in school activities outside of school hours The Dress Code covers clothing worn by students, including head and footwear and other aspects of personal presentation of students. Sanctions for instances of non-compliance can be enforced and include one of the following:

• imposing a detention

• preventing attendance or participation in any activity where the student is representing the school.

• preventing attendance or participation in any school activity that is not an essential school education program

The school is responsible for:

• enforcing aspects of the student dress code relating to safety such as footwear, eye protection and hats.

• Resolving dress code issues where physical impairments, economic hardship or cultural/religious/personal or LGBTQ+ issues are raised by families.

• Develop systems that provide alternative arrangements on written request from a parent e.g. providing loan garments, exemption for a period of time e.g. shoes.

• resolve conflict by offering loan items, inform parents of recurrent issues, mediation with family either with school and/or representatives of community.

• resolve any ongoing issues through adherence to the school policy – Student Dress Code – this policy has been created and modified through the Parents and Citizens Association. The Dress Code is reviewed as a minimum, annually.

UNIFORM SHOP School uniforms are available from The School Locker, a third party firm based in North Lakes. New uniforms can be purchased in store or online. The Uniform Shop located on campus only sells 2nd hand uniforms.

SENIOR UNIFORM Year 10, 11 and 12 students must wear the senior uniform.

SCHOOL TIE The Parents and Citizens Association endorses (10 February 2016) a one year introductory phase for the school tie: In 2016 senior students are encouraged to wear the school tie with their formal uniform. From 2017 the school tie will become a mandatory part of the senior formal uniform. Students from all grades are encouraged to wear the school tie with their formal uniform. On the 7 December, 2016 the P&C passed a motion that transgender students were able to wear the formal uniform appropriate to their identified gender.

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Junior Formal Uniform

Skirt Royal Blue pleated skirt (length must be no less than 3cm BELOW the knee) Slacks (Option to skirt) Royal blue Shorts (Option to skirt)not available until at least Term 2 2019

Royal Blue (length must not be altered) Blouse Sky blue over blouse with school badge embroidered on pocket Undershirt (optional) Can be worn but not seen at arm, neck, or waist. Not visible through shirt. Socks Plain white ankle, calf or knee-high length sock or tan stockings (no knee high stockings or sockettes) Shoes Black vinyl or leather shoes (nothing above the ankle or canvas) Hat – School Bucket Hat Tie - Royal blue with tan stripe Optional all years. Track Suit Top School Jumper - Royal blue with logo Blazer – Royal blue with logo

or Shorts - Grey side tab gabardine Trousers - Grey with black belt Optional all year levels Undershirt (optional) Can be worn but not seen at arm, neck, or waist. Not visible through shirt. Shirt Sky blue short-sleeved shirt with collar and school badge embroidered on pocket Socks Grey knee length walk socks Shoes Completely black vinyl or black leather shoes (nothing above the ankle or canvas) Hat – School Bucket Hat Tie - Royal blue with tan stripe Optional all years, mandatory on formal occasions for years 11 & 12 Track Suit Top School Jumper – Royal blue with logo Blazer – Royal blue with logo

Senior Formal Uniform

Skirt Royal Blue pleated skirt (length not to be altered unless Uniform Shop provides permission and then it must be no less than 3cm BELOW the knee) Slacks (Option to skirt) not available until at least Term 2 2019 Royal blue Shorts (Option to skirt) Royal Blue (length must not be altered) Blouse White pin striped over-blouse with school badge embroidered on pocket. Mandatory for year 10s in 2016, Year 10 & 11 in 2017 and all senior students in 2018. Undershirt (optional) White, v-neckline and spaghetti straps Socks Plain white ankle, calf or knee-high length sock or tan stockings (no knee high stockings or sockettes) Shoes Black vinyl or leather shoes (nothing above the ankle or canvas) Hat – School Bucket Hat Tie - Royal blue with tan stripe Optional all years. Mandatory for years 10, 11 & 12 Track Suit Top School Jumper - Royal blue with logo Blazer – Royal blue with logo

or Shorts - Grey side tab gabardine Trousers - Grey with black belt Optional all year levels Undershirt (optional) Can be worn but not seen at arm, neck, or waist. Not visible through shirt. Shirt White pin striped short-sleeved shirt with collar and school badge embroidered on pocket. Mandatory for year 10s in 2016, Year 10 & 11 in 2017 and all senior students in 2018. Socks Grey knee length walk socks Shoes Completely black vinyl or black leather shoes (nothing above the ankle or canvas) Hat – School Bucket Hat Tie - Royal blue with tan stripe Optional all years. Mandatory for years 10, 11 & 12 Track Suit Top School Jumper – Royal blue with logo Blazer – Royal blue with logo

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Informal Uniform

Shorts - Royal blue ‘Redcliffe’ sports shorts Polo Shirt - Blue sports shirt with emblem Socks - Plain white ankle, calf or knee-high length socks (No logos. No sockettes). Shoes - Joggers (mainly white) nothing above the ankle or canvas/must have a visible arch. Track Suit Pants – Only to be worn with informal uniform. Track Suit Jacket School Jumper - Royal blue with logo Hat – School bucket hat

Other Dress Code expectations:

HATS: School Hat – It is a requirement for all students to wear the school hat. No beanies, bandanas or sweatbands may be worn.

JEWELLERY: Only the following items are acceptable:

• Two plain small studs/sleepers in each ear. Sleepers/rings in any other part of the body must be covered with tape under Workplace Health and Safety regulations.

• Watch

• Single flat ring

• A chain link necklace may be worn if it cannot be seen

• Insignia on any jewellery worn must be appropriate.

• Leather or string rope necklaces are NOT allowed as a WHS requirement

In some subject areas and for some activities, Workplace Health and Safety Regulations may require the removal of all jewellery. Common sense will be used governing the wearing and safety of other jewellery.

OTHER

• Hair ornaments and make-up must be minimal

• No anklets are allowed

• Fluoro/vibrant or unnatural hair colours are not permitted as part of our school dress code. (spray on colours for sporting carnivals/school activities will be the only exception)

• In the case of make-up, foundation only – eye shadow or lip colour is not acceptable

• If nail polish is worn, it must be clear polish only

• We would appreciate tattoos be covered at school events FORMAL UNIFORM Formal Uniform with the school tie, is mandatory for many occasions. Listed below are examples when students MUST wear formal uniform and thus present our school in an appropriate image:

• Every Tuesday & Friday (ties not mandatory)

• School photographs

• Participating in Awards evenings

• Being a public representative of the school, eg. Student Youth Council

• Public speaking / debating

• P & C meetings

• To appear on stage at school assemblies

• Anzac Day Ceremony

• Anzac Day March

• School trips / excursions (unless otherwise stated)

• Youth of the Year

• Meeting visitors to our school

• Cultural trips Please Note: Tracksuit pants MAY NOT be worn with the formal uniform. Sports shorts MAY NOT be worn with the Formal Uniform

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Non Compliance with Dress Code

NON COMPLIANCE WITH DRESS CODE The following flow chart outlines the procedures to follow if there is a non-compliance with the school approved Dress Code. This complies with the legislation SMS-PR-022.

Can Get Changed

Spare shoes and uniform available via the school.

Can’t be immediately changed

E.g. Socks and hair

Students get changed at the appropriate location.

Student refuses to get changed.

Hair: Student removed from the playground during breaks. Socks: Litter Duty at any time.

No consequences if changed into full school

uniform

Ring parents to seek support and negotiate a change of uniform or other options.

Removal from playground at break times, where full uniform

unable to be changed.

If student won’t change or no parental contact, student is located in the Blue Room for the day

with work from teachers.

Students not completing ‘C5’ detentions will follow the process outlined in our ‘Responsible Behaviour Plan’. This behaviour would be classified as ‘failure to follow instructions’ which is a Level 5 behaviour and will be treated

seriously.

For continued non-compliance or student has not followed instructions, the student will receive a ‘C5’(lunch) detention on each occasion. The student may be prevented from attending or participating in school

activities.

Confiscation of non-uniform items will occur through the office.

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Homework Policy

Homework provides students with opportunities to consolidate their classroom learning, pattern behaviour for lifelong learning beyond the classroom and involve family members in their learning. The setting of homework takes into account the need for students to have a balanced lifestyle. This includes sufficient time for family, sport, culture, recreation and part-time employment.

Phases of Learning In the Middle Phase of Learning – Years 7 to 9 – some homework can be completed daily or set over a weekly or fortnightly period and may:

• include daily independent reading

• be coordinated across different subject areas

• include extension of class work, projects, research and assignments

In Years 7, 8 and 9, students should be given more responsibility for their own learning. They can be required to engage in independent learning to complement work undertaken in class. Homework in Years 8 and 9 is at the discretion of the teacher and could be up to but generally not more than 5 hours per week. We would expect students to average approximately 30 minutes per night of homework, assignment work or revision.

In the Senior Phase – Years 10, 11 and 12 – the amount of time devoted to homework and independent study will vary according to the student’s learning needs and individual program of learning, determined through their Senior Education and Training (SET) Plan. We would expect students to average approximately 1 hour per night of homework, assignment work or revision.

While teachers may provide students with additional work relevant to their learning, which the student may undertake at home, young people during this phase should generally be independent learners exercising their own judgement as to the out-of-hours time they devote to their studies. Of course, care should be taken to ensure a balance is maintained between the various demands of study, sporting, cultural, recreational and part-time employment activities. Assignment and projects are considered homework. Homework is marked in class or as outlined in our assessment policy.

Purpose of Homework Homework can engage students in independent learning to complement work undertaken in Class through:

• Revision and reflection to consolidate learning

• Applying knowledge and skills in new contexts

• Pursuing knowledge individually and imaginatively

• Preparing for forthcoming classroom learning Homework that enhances student learning:

• Is purposeful and relevant to students’ needs

• Is appropriate to the phase of learning (Middle or Senior)

• Is appropriate to the capability of the student

• Develops the student’s independence as a learner

• Is varied, challenging and clearly related to the class work

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Students’ Responsibilities

Students can take responsibility for their own learning by:

• Discussing with their parents or caregivers homework expectations

• Accepting responsibility for the completion of homework expectations within set time

frames

• Following up on comments made by teachers

• Seeking assistance when difficulties arise

• Organising their time to manage and balance home expectations, participation in physical

activity and sport, cultural and recreational activities and part-time employment

Teachers’ Responsibilities

Teachers can help students establish a routine of regular, independent study by:

• Setting homework on a regular basis

• Clearly communicating the purpose, benefits and expectations of all homework

• Checking homework regularly and providing timely and useful feedback

• Using homework that is varied, challenging, directly related to class work and appropriate to

students’ learning needs

• Explicitly teaching strategies to develop organisational and time management skills and

providing opportunities to practise these strategies through homework

• Giving consideration to other academic and personal development activities (school based or

other) that students could be engaged in when setting homework

• Discussing with parents and caregivers any developing problems concerning their child’s

homework and suggesting strategies to assist with their homework

Parents’ and Caregivers Responsibilities

Parents and Caregivers can help their children by:

• Reading with them, talking with them and involving them in tasks at home including

shopping, playing games and musical instruments and physical activity

• Helping them to complete tasks by discussing key questions or directing them to resources

• Encouraging them to organise their time and take responsibility for their own learning

• Helping them to balance the amount of time spent completing homework, watching

television, playing computer games, playing sport and music and engaging in other

recreational activities

• Contacting the relevant teacher to discuss any concerns about the nature of homework and

their children’s approach to the homework

• Monitor the use of ICT equipment as a positive tool to support education

• Maintain a cyber-safe environment for your children to work in within the home

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Excursion Policy

There are many important advantages to having our students take part in school excursions; they provide a direct source of knowledge and acquaint the student with first-hand information. They provide an opportunity for the student to development an interest in exploring different environments. Excursions help in developing the student’s power of observation, exploration, judgment, and problem solving ability.

The school has an excursion policy for teachers with regards to preparation for the excursions or camps. However, we need to support staff in ensuring that student participation does not put the staff, students or school reputation in danger. The following are guidelines for student participation in excursions or camps. We expect high standards of behaviour from students. There will always be special consideration given for ‘at risk’ activities, this policy is not meant to impact upon these activities.

Students may not be permitted to participate in an excursion or camp activity if:

• their behaviour is consistently disobedient or considered unsuitable or unsafe

• they have a record of disrespect or failure to follow instructions

• there is evidence of drug or illegal substance use

• attendance at school is below 90%

• significant school fees are outstanding (we do not wish to put families under further financial pressure by inviting a student on an excursion or camp when the family is already struggling with basic payments)

• consistently breaching the school Student Dress Code (uniform policy) Some subject areas / activities may have additional rules. For example, Rugby League players will not be allowed to play in an after school game/activity if they have not been present at school (school agreed activity) on the day of the game. Students attending an excursion or camp during normal school time are responsible for catching up on work that was completed in their absence. They should alert their teacher to the absence prior to participation in the activity. Students who are not allowed to participate in an excursion/camp for any reason will undertake alternative assessment where the planned activity is related to an assessment item. On the day of the excursion, students must be in full formal school uniform, unless the dress code has been otherwise negotiated by the organising teacher. For example, students leaving for camp would not be expected to be in school uniform. The dress requirement will have been discussed with the Principal if any variation to the above rule is required. Students who are dressed inappropriately will not be permitted on the excursion. Parents are asked to discuss with teachers any barriers to full student participation (e.g. medical or disability issues) well prior to the excursion so that support processes can be considered. An example of this might be a non-swimmer going on an excursion to “Wet & Wild”.

Parents and Guardians need to be aware that the Department of Education Training & the Arts does not have any Personal Accident Insurance cover for students.

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Sick/First Aid Room Policy

Our Sick Bay/First Aid room has two main functions

• To address the emergent health issues of our student body.

• To communicate with parents to ensure emergent health issues are addressed.

It is vital for the safety and health of our/your students that the Sick Bay policy is followed

1. Sick/injured Students report to their class teacher who will give them a note for Sick Bay or call the

SABER Centre (Eastern Campus) or the office (Western Campus) in the case of an emergency or

serious health issue

2. Sick/injured Students then proceed to report to the Student Window in the SABER Centre if they are

on the Eastern Campus, or the office if they are on the Western Campus.

3. Qualified First Aid personnel in the SABER Centre or the office assess the condition of the student

who presents with the illness or injury.

4. A decision is then made whether the student needs to rest briefly, goes home or requires an

ambulance.

If Student is sick:

1. The SABER Centre or the office makes immediate contact with the parent, either at home or at

work, to report upon the student’s condition and to notify the parent to come and get the student

or make arrangements for collection immediately.

2. If parent cannot be contacted, then emergency contacts are to be phoned to notify them to make

arrangements for collection immediately.

It is vital for the safety and health of our/your students that the school Sick Bay policy

is followed. Please help us by reinforcing with your child that if they are sick or injured

at school they MUST report this to a member of staff and go to the school Sick Bay.

The qualified First Aid personnel in Sick Bay will then assess the injury/illness and call

either a parent/carer or ambulance.

Every year we have a number of students, ignoring the policy and ringing parents directly.

Please help us by reminding your student to always report to their teacher and go to Sick

Bay if they are ill or injured. We will then contact you.

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Sun Safety Policy Rationale Queensland has the highest rate of skin cancer in the world. Two out of every three Queenslanders will develop some sort of skin cancer in their lifetime. Research suggests that at least two thirds of all melanomas occurring in Australia could be prevented if children were protected from the sun during their first 15 years.

Aims The policy aims to:

• Provide ongoing education that promotes responsibility for skin cancer prevention and early detection.

• Provide environments that support Sun Safety practices.

Our Commitment Redcliffe State High School will:

There is a “No Hat No Play” policy for HPE and outdoor physical activities at lunchbreaks this means that students will not be permitted to play outdoors without a school hat. Hats are a compulsory part of our school uniform; they are available for purchase from the Uniform Shop.

• Provide SPF 30 or higher, broad spectrum, water resistant sun screen in staffrooms for student use

• Monitor the amount of shade in the school grounds, and where possible, build shelters and plant more trees

• Incorporate education programs that focus on skin cancer prevention in to the school curriculum, including HPE

• Seek ongoing support from parents, P&C and the school community for the Sun Safe policy and its implementation, through newsletters, parent meetings etc

• Expect all students and staff to wear hats that protect the face, neck and ears, and SPF 30, broad-spectrum, water-resistant sunscreen, when involved in outdoor activities

• Ensure that adequate shade is provided at sporting carnivals and other outdoor events

• Review the Sun Safe policy annually

Students should:

• Be aware of the school’s Sun Safe Policy.

• Take responsibility for health and safety by being Sun Safe.

• Comply with Sun Safe rules and guidelines by wearing the endorsed school hat and sunscreen.

• Apply SPF 15 or higher, broad-spectrum, water-resistant 20 minutes before going outdoors.

• Act as positive role models for other students in all aspects of Sun Safe behaviour.

• Help to design and regularly update the Sun Safe policy.

• Participate in Sun Safe education programs.

Parents / carers should:

• Provide a school hat for their student and ensure that they wear it to and from school.

• Encourage children to apply SPF 15 or higher, broad-spectrum, water-resistant sunscreen 20 minutes before leaving for school.

• Act as positive role models by practising sun Safe behaviour.

• Support the school’s Sun Safe policy and help to design and regularly update the policy through the P&C.

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REDCLIFFE STATE HIGH SCHOOL ICT and Internet Acceptable Use Policy

Introduction The following agreement covers student’s use of Information Communication and Technology (ICT) facilities at Redcliffe State High School for the term of the student’s enrolment. ICT facilities are provided to students for educational purposes only. These facilities include access to the Internet, Email, School Intranet, Department Intranet and school network. Students may use these facilities for class work, research, the preparation of assignments and authorised electronic communication. Resources provided include computers and peripherals, printing, digital imaging devices (scanners, digital still and video cameras) and access to the local school network for storage of student electronic files. Both staff and students at Redcliffe State High School have a duty of care to ensure that resources are protected from harm and that users are not exposed to material that are considered offensive or illegal. Parents and Students should carefully read the conditions outlined in this document. To be granted access to the school’s ICT resources, students must agree to abide by the school’s Acceptable Use Agreement.

Acceptable Use Conditions 1. Students using the ICT facilities may only do so under the supervision of school staff. Any student not following

staff instructions may have further access restricted or denied. 2. Privacy and Network security is to be observed. Students must not under any circumstances, access personal

files belonging to others, software or areas of the network which are not designated for their use. 3. The sharing of passwords is a security risk. Students must not give their password to other students or log in

with another user’s name under any circumstances. 4. All users are to log off when leaving a computer. 5. Only software purchased or approved by the school, and installed by the school, can be used on school

equipment. 6. Software copyright is to be followed at all times. It is illegal to copy or distribute school software. Software

from home or other sources is not to be copied, installed or used on school equipment. 7. Copyright of materials from electronic resources is to be observed at all times. 8. Students are not to cause disruption to class activities by unauthorised broadcast messages across the school

network. 9. Printing of materials of a personal nature or un-associated with school activities is not permitted unless

approval is sought from a school staff member. This may incur a charge for printing material costs.

10. The use of portable storage devices (USB drives, MP3 Players, IPODS, External hard disk drives) is permitted for the transfer of school related files to and from the school network. The storage and/or transfer of unauthorised software and other inappropriate material to the school network are not permitted under any circumstances.

11. The use of the Internet, Intranet and Email is for educational, and research purposes only:

• Deliberate attempts to look for and use material that is illegal or which would be considered as

offensive, disrespectful, threatening or discriminatory is not permitted. Only materials required for

school activities as directed by staff may be downloaded. This includes downloading of music, movie

and other large multimedia files. Students, who unknowingly navigate to a web site that contains

material as described above, must clear their screen and notify their teacher immediately.

• Students must not use inappropriate language or harass others when communicating on-line.

• Privacy and ownership of others’ work and materials from web sites must be respected at all times.

• The use of direct communications such as on-line chat facilities must only be carried out under the direct supervision of a staff member and must only be part of authorised educational on-line activities.

• This agreement acknowledges that there are times where a student may be required to provide personal details e.g. registering for authorised on-line activities. Such details are not to be provided by the student unless permission is given by his/her teacher.

• You are not to display on the internet, images of students wearing Redcliffe State High School uniform which portray Redcliffe State High School in a negative context.

Note: Deliberate misuse of computer equipment and software or deliberate breaches of the conditions of this agreement may result in access restrictions to ICT facilities by the student(s) involved and may result in discipline by school administration.

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Responsible Behaviour Plan for Students

1. Purpose

Redcliffe State High School Statement of Intent

Our school community (students, staff and parents) caters for a diverse range of students. We

believe that all students can learn and achieve success. We accept responsibility for enhancing

student outcomes, the environment we exist in and the learning that occurs. Positive and productive

relationships form the foundation of our supportive learning environment, our processes and our

structures.

We aim to provide a remarkable range of academic, sporting and cultural opportunities so that

students can achieve our vision of 'Soaring Above and Beyond Expectations' at Redcliffe SHS - SABER.

Our school values support the vision, we value:

Soaring When we are ‘soaring’, we are:

• Self directed and committed learners

• Obtaining excellent outcomes

• Achieving with enthusiasm

• Reflecting upon the big picture using knowledge

Above To function at an ‘above’ level, we:

• Always strive to reach potential

• Balance creative approaches with purpose driven work

• Optimistically set and aim to achieve academic goals

• Value and take advantage of opportunities

• Engage meaningfully in learning

Beyond When we go ‘beyond’, we:

• Become involved in extra curricula activities

• Extend our own ability

• Yield excellent outcomes

• Overtly set and achieve higher goals

• Naturally show initiative

• Do our best in all spheres

Expectations Parents, students and staff ‘expect’ everyone to:

• Exhibit truth, honesty and integrity

• eXpect and complete all homework

• Positively respond to feedback

• Expect and seek help

• Consistently be well mannered, punctual and prepared

• Tidily wear the correct uniform

Redcliffe SHS Redcliffe SHS students and staff will:

• Relate positively and productively with others

• Exhibit enthusiastic, passionate and hardworking approaches

• Demonstrate pride in ones self and our school

• Consistently model high behaviour standards

• Learn in the world-wide community

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• Improve the school’s reputation in the community

• Find ways to actively participate

• Form positive work habits to achieve potential

• Expect ‘greatness’ from everyone.

Redcliffe State High School is committed to providing a safe, respectful and disciplined

learning environment for students and staff, where students have opportunities to engage in

quality and effective learning experiences and acquire values supportive of their lifelong

wellbeing.

Essential to effective learning is a safe, supportive and disciplined environment that respects

the following rights:

• The rights of all students to learn,

• The rights of teachers to teach,

• The rights of all to be safe.

Our Responsible Behaviour Plan for Students is designed to facilitate high standards of

behaviour so that the learning and teaching in our school can be effective and students can

participate positively within our school community.

2. Consultation and data review

Redcliffe State High School developed this plan in collaboration with our school community. Broad

consultation with parents, staff and students was undertaken through survey distribution and

meetings held during October 2016. A review of school data sets from 2014 - 2016 also informed the

developmental process.

The Plan was endorsed by the Principal and the President of the P&C and will be reviewed in 2020

3. Learning and behaviour statement

Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing

problem behaviour and responding to unacceptable behaviours. Through our school plan, shared

expectations for student behaviour are plain to everyone, assisting Redcliffe State High School to

create and maintain a positive and productive learning and teaching environment, where all school

community members have clear and consistent expectations and understandings of their role in the

educational process.

Our school community has identified the following universal school values, which are linked to

student behavioural expectations, to teach and promote our high standards of responsible behaviour:

• Be responsible,

• Be respectful,

• Be safe

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Universal School Values Student Behavioural

Expectations

BE

RESPONSIBLE

• We believe that

everyone has the right to

learn

• We believe that teachers

have the right to teach

• We encourage excellence

• Learn to the best of their ability

• Attend school everyday

• Maximise the value of classes by:

o Being punctual

o Being prepared

o Completing classwork

• Behave appropriately so as to

actively contribute to an effective

learning environment

• Strive for their best every day and

allow others to do likewise

BE RESPECTFUL • We seek to develop the

whole person through

education

• We celebrate diversity

• We promote the socially

just principles of public

education

• We honour traditions

• We respect integrity and

humility

• We respect others and

ourselves

• Care for the school environment

and its property

• Recognise and respect the

differences of race, ethnic

background, gender, socio-

economic status, ability and

understanding

• Uphold the values of the school

• Support and acknowledge the

achievements of others

• Behave and dress in a way that

will display pride and respect for

their school community

• Express their opinions with

respect

• Be honest

BE SAFE • We respect personal

space and property

• Respect other people and their

property

4. Processes for facilitating standards of positive behaviour and responding to

unacceptable behaviour

Our whole school approach shapes, supports and recognises appropriate behaviours in all students as

outlined in the Schoolwide Positive Behaviour Learning Expectations.

The SWPBS/PBL Framework, a three-tiered approach to facilitating standards of positive behaviour

and responding to unacceptable behaviour, it is possible to outline whole school provision of

universal, targeted, and intensive supports.

Universal, targeted and intensive behaviour support includes:

• Quality learning and teaching practices,

• A balanced, relevant and engaging curriculum,

• Supportive and collaboratively developed programs and procedures,

• Managed professional development for all members of the school community,

• Adoption of practices that are non-violent, non-coercive and non-discriminatory,

• A continuum of whole school positive preventive action for all students.

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Universal behaviour support

Effective behaviour management strategies require the creation of a positive whole school culture,

quality learning and teaching practices, relevant and engaging curriculum and a range of provisions that

are characterised by non-violent, non-coercive and non-discriminatory practices. They range from

positive preventative action for all students, through to intensive intervention for specific individuals or

groups.

The development of acceptable standards of behaviour to effectively manage learning and teaching for

all students is facilitated by:

• teachers explicitly and consistently establish and maintain classroom rules and procedures

• skilling teachers in ‘Assertive Discipline’, ‘Essential Skills’, and positive behaviour management

strategies;

• providing teachers with a SABER Toolkit containing details of the Buddy Intervention Sequence , SABER

Ethos , SABER Socket Set, Developing a Supportive Classroom and Environment and the SABER

Checklist;

• conducting Beginning and New Teacher Induction Program;

• developing specific policies to address:

o The Use of Personal Technology Devices at School

o Procedures for Preventing and Responding to Incidents of Bullying ;

• Consistently implementing our behaviour management processes outlined in our ‘RSHS Pedagogical

Framework’ (The Art and Science of Teaching) and ‘Learning Engagement Plan’.

An effective learning and teaching environment that allows positive aspirations, relationships and

values to develop is encouraged by:

• the use of effective instructional, management and curriculum design strategies using TAST;

• promoting RSHS’s Vision and Values across the school and within the classroom;

• promoting ‘Above and Beyond’ behaviors and the implementation of the SABER Awards scheme ;

Academic Systems Behaviour Systems

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• promoting the achievements of the students and staff of RSHS through assemblies, the Red Alert

newsletter, local newspapers and newsletters, RSHS website and the school changeable sign;

• providing communication at P&C Meetings, Parent Information Nights and school events;

• Providing extensive extra-curricular activities.

Developing effective management strategies requires positive relationships, and we foster this by:

• establishing and maintaining effective relationships with students;

• valuing open and transparent communication;

• the ‘Blue Room’ facility provides a forum for student / parent / teacher problem solving, counselling

and teaching more appropriate behaviors;

• the re-entry negotiation procedure between student and teacher as part of the buddy system;

• feedback processes to teachers relating to student behaviour and consequences;

• the modelling by the school community of our Vision, Values, and Expectations;

• the inclusion of input from all stakeholders within the school community in key decision making

processes;

• Communicating high expectations.

All students are encouraged to take increasing responsibility for their own behaviour and the

consequences of their actions by:

• meeting high expectations through adherence to rules and procedures;

• participating in the SABER Award Scheme for ‘Above and Beyond’ behaviours;

• responding to visual cues i.e. SABER posters, SABER Ethos, Classroom Entry

Checklist, Manners Matter , SABER Learning, Assessment Policy and Class Rules

within classrooms;

• engaging in the negotiated development of SABER Behaviour Plans

• acknowledging their own behaviour and accepting consequences for their actions;

• Following re-entry procedures after their removal from class or suspensions.

The Blue Room

The Blue Room is a physical location within Redcliffe State High that provides support and guidance to

students who are having difficulties managing their own behaviour for a variety of reasons. The focus

of the support provided in the Student Services Centre is to enable students to better understand

their behaviour and how to moderate their performance in the classroom and in the school grounds.

Inappropriate behaviours resulting in a student being referred to the Student Services Centre include,

but are not limited to:

• major physical contact with another student and/or possession and use of weapons;

• long term truancy problems;

• major / long term bullying including cyber bullying;

• smoking;

• theft;

• curriculum issues;

• non-compliance with the Buddy System;

• misuse of personal / school electronic devices; and

• dress code infringements.

The administrative team respond to inappropriate levels of behaviour from students and staff.

Inappropriate behaviours resulting in the involvement of the Deputy Principals include:

• misconduct – verbal or non-verbal, physical, property and substance;

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• distribution of inappropriate messages or images, particularly where school staff or students are

identified or RSHS is some way implicated;

• unacceptable behaviour in person, written or in electronic forms (cyber bullying) including racism,

sharing appropriate material, reference to or use of weapons, vilification, insinuation or threat.

• any behaviour outside of the school grounds that affects the good order and management of the

school;

• disruptive behaviour;

• refusal to participate in the program of instruction;

• absences;

• conduct prejudicial to the good order and management of the school;

• conduct prejudicial to the good reputation of the school; and

• cyber bullying.

Targeted behaviour support

Students requiring additional behaviour support are identified through data. These students are

supported by the Support Services Team in consultation with the administration team. Students

requiring targeted behaviour support are identified using a combination of the following:

• lesson segments enacted on the spot (TAST Design Questions 5, 7, 8 and 9);

• teacher intervention strategies;

• withdrawal to buddy classroom;

• parental involvement;

• HOD intervention;

• removal to the Blue Room for support and guidance;

• Blue Monitoring Card;

• Blue Cool Off Cards;

• intensive learning support assistance co-ordinated by the Learning Support Co-ordinator;

• teacher aide mentoring / assistance;

• access to internal support personnel i.e. Guidance Officer, Chaplain, School Based Police Officer,

School Based Youth Health Nurse;

• entry of incidents into One School;

• involvement in alternative programs.

To support students who are identified as needing targeted behaviour support, the most appropriate

interventions strategies will be utilised. These include but are not limited to:

• Individual Behaviour Support Plan – Linked to Re-entry Goals and Expectations;

• implement a daily monitoring process;

• conduct intervention meetings with parents / guardians and the student;

• modify the educational program to cater for the individual student’s needs;

• access student support services personnel;

• offer a variety of focussed support programs;

• discuss access to external support agencies;

• facilitated mediation.

Intensive behaviour support

Redcliffe State High School is committed to educating all students, including those with the highest

behavioural support needs. Each year a number of students at Redcliffe State High School are

identified by staff and through our reviews of data as needing extra in the way of intensive behaviour

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support due to them not fully responding to the Tier 2 behaviour support processes and strategies

outlined previously.

These students are case managed by the Head of Department Learning Engagement in consultation

with the Support Services Team and administration. To support students who are identified as

requiring intensive behaviour support, the most appropriate interventions strategies will be utilised.

These include, but are not limited to:

• Individual Behaviour Support Plan – Linked to Re-entry Goals and Expectations;

• monitor students attendance and behaviour;

• conduct monitoring meetings with the student and inform parents;

• conduct intervention meetings with parents / guardians and the student;

• modify the educational program to cater for the individual student’s needs;

• referral to student support services personnel;

• identify flexible/alternative learning options;

• discuss educational options with parents / guardians and student;

• liaise with alternative education providers;

• referral to external support agencies;

• referral to Queensland Police Service;

• facilitated mediation;

• close and ongoing consultation with parents.

4. Emergency responses or critical incidents

It is important that all staff have a consistent understanding of how to respond to emergency

situations or critical incidents involving severe problem behaviour. This consistency ensures that

appropriate actions are taken to ensure that both students and staff are kept safe.

An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and

usually unexpected, or an occasion requiring immediate action.

Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the

physical safety of the student or others is likely to be placed in serious jeopardy.

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Physical Intervention

Staff may make legitimate use of physical intervention if all non-physical interventions have been

exhausted and a student is:

• Physically assaulting another student or staff member;

• Posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Redcliffe State High School’s duty of

care to protect students and staff from foreseeable risks of injury is met. The use of physical

intervention is only considered appropriate where the immediate safety of others is threatened and

the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a

student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back,

removing potentially dangerous objects and, in extreme situations, using more forceful restraint.

It is important that all staff understand:

• Physical intervention cannot be used as a form of punishment;

• Physical intervention must not be used when an alternative strategy can effectively manage the

situation;

• The underlying function of the behaviour;

• Physical intervention is not expected from staff members if they feel their own personal safety

would be jeopardised or they are not comfortable using such strategies.

Physical intervention is not to be used as a response to:

• Property destruction;

• School disruption;

• Refusal to comply with instructions / rules;

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• Verbal threats;

• Leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must:

• Be reasonable in the particular circumstances;

• Be in proportion to the circumstances of the incident;

• Always be the minimum force needed to achieve the desired result; and

• Take into account the age, stature, disability, understanding and gender of the student.

Record keeping

Each instance involving the use of physical intervention must be formally documented. The following

records must be maintained and submitted to the relevant Deputy Principal/Principal:

• Incident report in OneSchool

• Health and Safety incident record (available from administration / for completion when there is an

injury for the MyHR WHS system);

• Debriefing report (for student and staff to be completed by relevant staff member (not one directly

involved in incident)).

Any physical intervention should only be used as a last resort in a critical situation.

5. Consequences for unacceptable behaviour

Redcliffe State High School makes systematic efforts to prevent problem student behaviour by

establishing rules and maintaining classroom rules and procedures on an ongoing basis. When

unacceptable behaviour occurs, students experience consequences appropriate for their behaviours.

Our school seeks to ensure that responses to unacceptable behaviour are consistent and

proportionate to the nature of the behaviour.

The levels outlined below categorise behaviour types for the school community to understand the

significance of the type of behaviour displayed. The levels categorise the behaviour not the student.

They provide a guide to the type of intervention or support required for a particular event.

LEVEL 1 Event ABOVE and BEYOND o Student demonstrates Above & Beyond behaviour

o Student eligible for leadership positions and other privileges / awards

o Participation in SABER Awards Scheme, recognising positive actions o Positive student representation of the school

LEVEL 2 Event STUDENT CONTROLLED o Student mostly manages own behaviour according to school expectations

o Student engaged in learning

L LEVEL 3 Event TEACHER SUPPORTED o Student requires assistance to manage behaviour

o Parent / caregiver notified

o Teachers consistently apply appropriate strategies and procedures to effectively manage behaviour

o Teachers / students access support personnel where appropriate o Documentation occurs

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LEL LEVEL 4 Event FACULTY SUPPORTED o Inappropriate behaviour continues or escalates

o Parent / caregiver notified

o Head of Department involved in case management

o Intervention strategies escalate and can include detention, Curriculum ‘lock out’, parental interviews and suspension

o Can access support personnel

o Documentation occurs

LEVEL 5 Event ADMIN SUPPORTED o Student fails to respond to previous intervention strategies or behaviour is of

an extremely inappropriate nature

o Administration team involved in management

o Interview with parents / caregiver

o Consequences can include suspension, loss of privileges e.g. exclusion from SOE, proposal to exclude, then recommendation for exclusion and cancellation of enrolment

o Can access support personnel

o Documentation occurs

Minor and major behaviours

When responding to problem behaviour the staff member first determines if the problem behaviour is

major or minor, with the following agreed understanding:

• Minor problem behaviour (Level 3 or 4 Event) is handled by staff members at the time it

happens; and

• Major problem behaviour (Level 5 Event) is referred directly to the Blue Room and the school

Administration team.

Minor behaviours are those that:

• are minor breeches of the school rules / student code of conduct;

• do not seriously harm others or cause you to suspect that the student may be harmed;

• do not violate the rights of others in any other serious way;

• are not part of a pattern of problem behaviours; and

• do not require involvement of the Blue Room or Administration.

Minor problem behaviours are to be addressed by staff using classroom/student management

strategies (including ESCM). This may result in the following consequences:

• Minor consequence logically connected to the problem behaviour, such as removal from

an activity or event for a specified period of time, individual meeting with the student,

apology, restitution or detention for work completion (co-ordinated and implemented by

the staff member managing the student at the time of the behaviour).

• Re-direction procedure. The staff member takes the student aside and:

1. names the behaviour that student is displaying;

2. asks student to convey the expected school behaviour;

3. states and explains expected school behaviour if necessary;

4. gives positive verbal acknowledgement for expected school behaviour.

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Buddy Process

The Buddy System is a fundamental component of classroom level learning engagement support at

RSHS, and is discussed as part of the SABER Behaviour Plan for each class. It involves students being

removed from their classroom; an environment they are finding difficult to enact classroom

expectations in; and placing the student in a Buddy’s classroom until the completion of the lesson.

Students need to report back to their teacher in the last 5 minutes of the lesson to discuss their

inappropriate behaviour and negotiate their re-entry into class. Repeated buddying incidents results

in a student progressing through the Buddy Intervention Sequence (Appendix 12) consequently

receiving a ‘lock out’ (a HOD controlled buddying) and eventually a suspension (curriculum

suspension). Teachers will track the progress of students through the Buddy Intervention Sequence

by using the Buddy Tracking Sheet (Appendix 13). Failure to follow the Buddy Process results in a

suspension.

This buddy system is supported by:

• an expert teaching team;

• regular data analysis by DP and HoD Learning Engagement to identify students who require targeted

or intensive behaviour support;

• Implementation of a Student Support Centre with a focus on intensive and targeted student

behaviour support.

Major behaviours are those that:

• significantly violate the rights of others;

• put others / self at risk of harm;

• are ongoing, repeated offences;

• damage the reputation and good management of the school;

• require the involvement of school Administration; and / or

• are illegal.

Major behaviours result in an immediate referral to and involvement of a HoD or the Administration

team because of their seriousness.

Major problem behaviours may result in the following consequences:

• Removal to the Blue Room, lunch detentions, before/after school detentions,

weekend detentions, community service, alternative lunchtime activities, loss of

privilege, Discipline Improvement Plan, Internal Retrieval, restitution, warning

regarding future consequence for repeated offence, cyber-bullying postcard; and /

or

• Parent contact, referral to Guidance Officer or other school support staff, referral to

Regional Student Management Team, suspension from school, cancellation of

enrolment, restorative practices; and / or

• The principal can suspend the student with a proposal to exclude if they engage in

very serious problem behaviours such as major violent physical assaults, use or

supply of weapons (including knives) or drugs, life threatening actions, ongoing

repeated offences or serious cyber / digital infringements. A recommendation to

exclude may be made if student conduct is so serious that suspension of the student

is inadequate to deal with the behaviour.

In keeping with the philosophy of ‘Every Day Counts’, suspensions (student disciplinary absences) are

to be used after consideration has been given to consequences which would not remove the student

from the school learning environment.

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Behaviour Outside of School

Students while out in the community, typically on their way to or from school, or at any other time

when in school uniform or otherwise identifiable as a Redcliffe State High School student by their

clothing, conduct or association, are to abide by the school behavioural expectations.

Student behaviour that affects the reputation or good order and management of the school is

addressed by this Responsible Behaviour Plan for Students. Reports of behaviours outside of school

result in an immediate referral to, and involvement of, the Administration team. Major behaviours will

be subject to the same potential consequences regardless of where they were conducted.

Consequences could include detention, parent contact, loss of privilege, suspension, and

recommendation to exclude.

Harassment, Bullying and Cyber-Bullying

See Harassment, Bullying and Cyber-bullying policy. Network of student support

Students at Redcliffe State High School are supported through positive reinforcement and a system of

universal, targeted, and intensive behaviour supports by:

• Parents

• Teachers

• Support Staff

• Year Level Coordinators

• Heads of Department

• Administration Staff

• Guidance Officers

• School Chaplains

• School-Based Youth Health Nurse

• School Based Police Officer

• Indigenous Aide

• The school utilised and refers to external agencies to support students. For Example:

• Disability Services Queensland

• Child and Youth Mental Health

• Queensland Health

• Department of Communities (Child Safety Services)

• Queensland Police Service

• Local Council

• Community Solutions

6. Consideration of individual circumstances

To ensure alignment with the Code of School Behaviour when applying consequences, the individual

circumstances and actions of the student and the needs and rights of school community members are

considered at all times.

Redcliffe State High School considers the individual circumstances of students when applying support

and consequences by:

• promoting an environment which is responsive to the diverse needs of its students

• establishing procedures for applying fair, equitable and nonviolent consequences for infringement of

the code ranging from the least intrusive sanctions to the most stringent

• recognising and taking into account students' age, gender, disability, cultural background, socio-

economic situation and their emotional state

• recognising the rights of all students to:

o express opinions in an appropriate manner and at the appropriate time

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o work and learn in a safe environment regardless of their age, gender, disability, cultural

background or socio-economic situation, and

o receive adjustments appropriate to their learning and/or impairment needs.

7. Related legislation

• Commonwealth Disability Discrimination Act 1992

• Commonwealth Disability Standards for Education 2005

• Education (General Provisions) Act 2006

• Education (General Provisions) Regulation 2006

• Criminal Code Act 1899

• Anti-Discrimination Act 1991

• Commission for Children and Young People and Child Guardian Act 2000

• Judicial Review Act 1991

• Workplace Health and Safety Act 2011

• Workplace Health and Safety Regulation 2011

• Right to Information Act 2009

8. Related policies and procedures

• Statement of expectations for a disciplined school environment policy

• Safe, Supportive and Disciplined School Environment

• Inclusive Education

• Enrolment in State Primary, Secondary and Special Schools

• Student Dress Code

• Student Protection

• Hostile People on School Premises, Wilful Disturbance and Trespass

• Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions

• Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems

• Managing Electronic Identities and Identity Management

• Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

• Temporary Removal of Student Property by School Staff

9. Some related resources

• National Safe Schools Framework

• Working Together resources for schools

• Cybersafety and schools resources

• Bullying. No way!

• Take a Stand Together

• Safe Schools Hub

Endorsement

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The Use of Personal Technology Devices at School

Bringing personal technology devices to school is not encouraged by the school because of the potential

for theft and general distraction and/or disruption associated with them. However, if they are brought to

school, they must be turned off and out of sight during assemblies or classes. Personal technology devices

may be used at 1st and 2nd breaks and before and after school or at the invitation of a teacher for

educational purposes.

Confiscation

Permitted personal technology devices used contrary to this policy on school premises will result in the

student personally delivering the device to the office to be lodged in the school safe. They will be made

available for collection from the school office at the end of the school day unless required to be kept for

purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

Devices potentially containing evidence of criminal offences may be reported to the police. In such cases

police may take possession of such devices for investigation purposes and students and parents will be

advised to contact Queensland Police Service (QPS) directly.

Repeated confiscated of a personal technological device will only be returned to the student in the

presence of a parent.

Recording voice and Images

We uphold the value of trust and the right to privacy at RSHS. Students using personal technology devices

to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or

pranks etc.) for the purpose of dissemination among the student body or outside the school, by any

means (including distribution by phone or internet posting) builds a culture of distrust and disharmony

and may be subject to discipline including suspension and recommendation for exclusion.

Text communication

The sending of text messages that contain obscene language and/or threats of violence may amount to

bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral

to QPS. Students receiving such text messages at school, should ensure they keep the message as

evidence and bring the matter to the attention of the Blue Room.

Assumption of cheating

Personal technology devices may not be taken into or used by students at exams or during class

assessment unless expressly permitted by staff. Staff will assume students in possession of such devices

during exams or assessments are cheating. Disciplinary action will be taken against any student who is

caught using a personal technology device to cheat during exams or assessments.

Special Circumstances Arrangement

Students who require the use of a personal technology device in circumstances that would contravene

this policy (for example to assist with a medical condition or other disability or for a special project) should

negotiate a special circumstances arrangement with the Deputy Principal or Principal.

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Procedures for Preventing and Responding to Incidents of Bullying (including

Cyberbullying)

There is no place for bullying in RSHS. Research indicates that both those being bullied and those who

bully are at risk for behavioural, emotional and academic problems. The outcomes of bullying are in direct

contradiction to the Visions, Beliefs, Values and Expectations of RSHS.

Bullying behaviours that will not be tolerated at RSHS include name-calling, taunting, mocking, making

offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending

offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding

people from groups, and spreading hurtful and untruthful rumours.

Bullying may be related to race, religion or culture, disability, appearance or health conditions, sexual

orientation, sexist or sexual language.

At RSHS there is broad agreement among students, staff and parents that bullying is observable and

measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid

speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its

occurrence. Whether bullying behaviour is observed between students of equal or unequal power,

whether it occurs once or several times, and whether or not the persons involved cite intimidation,

revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as

categorically unacceptable in the school community.

Attempting to address specific problem behaviours will not be successful if the general level of disruptive

behaviour in all areas of our school is not kept to a low level. Therefore, our school wide focus on our

school vision of Soaring Above and Beyond Expectations at RSHS (SABER), the Buddy Intervention

Sequence and the support provided by the Blue Room will be maintained at all times. This will ensure

that:

• these support processes will always remain the primary strategy for preventing problem

behaviour, including preventing the subset of bullying behaviour

• all students know the school rules and have been taught the expected behaviours attached to

each rule in all areas of the school

• all students have been or are being taught the specific routines in accordance with the school

expectations in entering and exiting the classroom and the grounds and acceptable behaviour

within the classroom and RSHS’s grounds.

• all students are receiving high levels of positive reinforcement for demonstrating expected

behaviours.

• a high level of quality active supervision is a permanent staff routine in the non-classroom areas.

This means that staff members on PGD are easily identifiable and are constantly moving, scanning

and positively interacting as they move through the designated supervision sectors of the non-

classroom areas.

The RSHS community is encouraged to report bullying they have experienced or witnessed to the Blue

Room, the office or staff. This message is reinforced by the visual cues of classroom posters saying

“Report It DON’T Support It!!’

Our school policy relating to bullying is:

STEP 1 - FIRST BULLYING OFFENCE

• OneSchool data base checked for previous bullying incidents to determine step.

• If no previous incident recorded, alleged bully interviewed as per step 1 procedure.

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• If allegation substantiated Head of Department for Learning Engagement discusses implications &

consequences of bullying and outlines RSHS expectations.

• Bullying incident resolved & student is warned about consequences for any future incident.

• Parent phone contact.

• Record of bullying incident and interview entered on OneSchool Behaviour database.

STEP 2 - SECOND BULLYING OFFENCE

• OneSchool data base checked for previous bullying incidents to determine step.

• Alleged bully interviewed.

• Line-manager issues consequences for this second bullying incident–after school detention/s.

• Line-manager outlines RSHS expectations again.

• If allegation substantiated, parent phone contact.

• Parent/s and student made aware of consequences for further bullying (3 day suspension).

• Conflict resolution/mediation if appropriate to resolve bullying incident.

• Record of bullying incident and interview entered on OneSchool Behaviour database.

STEP 3 -THIRD and SUBSEQUENT BULLYING OFFENCE and MORE SERIOUS FIRST OFFENCES enter at

this level.

• OneSchool data base checked for previous bullying incidents to determine step.

• Alleged bully interviewed.

• Line-manager issues consequences for this bullying incident–minimum 3 day suspension.

• Line-manager outlines RSHS expectations again.

• If allegation substantiated, parent phone contact and suspension letter sent home

• Parent/s and student made aware of consequences for any further bullying (3+day suspension)

• Conflict resolution/mediation if appropriate to resolve bullying incident.

• Record of bullying incident and interview entered on OneSchool Behaviour database.

•

Possession or use of a weapon

At Redcliffe State High School, every member of our school community has the right to feel safe at

school. No weapons are to be taken to school by students. Weapons include but are not limited to:

knives, guns (real and replica), crossbows, slingshots, blowpipes and darts, hand-held shock devices,

hand-held acoustic devices, batons, laser pointers, gloves with protrusions, maces, whips and anti-

personnel sprays.

There is no reason for a student to have a weapon at school and it is against the law for a student to

have a weapon at school. If a student has a weapon at school, they can expect serious consequences

such as exclusion. If a student brings a weapon to school this may also be reported to the police. This

may result in consequences such as a fine or possibly corrective centre detention. Longer corrective

centre sentences can be given to young people if someone is injured with a weapon during an assault.

No knives of any type are allowed at school, including but not limited to flick knives, ballistic knives,

sheath knives, star knives, butterknives, fruit knives or craft knives. Also any similar item that can be

used as a weapon (such as a chisel) are not allowed to be brought to school.

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Knives needed for school activities will be provided by the school, and the use of them will be

supervised by school staff.

If there are any circumstances where a student is required to have their own knives or sharp tools for a

particular subject such as vocational courses, the school will provide information about the procedures

for carrying and storing these items at school. This would be a rare occurrence.

At Redcliffe State High School, the Principal or Deputy Principals may inform the police if a student has

a weapon at school. Police can search a student and their property at school if they suspect a student

has a weapon. A student may be charged with a criminal offence and may face serious consequences if

convicted, including a fine or corrective centre detention.

School property such as desks or lockers may be searched if the Principal or Deputy Principal suspects

that a student has a weapon on or in school property. If the Principal or Deputy Principal suspects the

student has a weapon in their bag, the bag may be temporarily confiscated until the police arrive. If a

student does have a weapon at school, it can be confiscated by the Principal or Deputy Principal and

given to the police.

If a student inadvertently brings a pocket knife or cutlery from home they must hand it in to the office

for safe keeping and a parent/guardian will be contacted to collect the item.

SOARING ABOVE AND BEYOND EXPECTATIONS @ REDCLIFFE -SABER’

All information is true and correct at the time of printing

RSHS SABER AWARD SCHEME

This scheme recognizes the efforts and achievements of above and beyond students (students performing at Level 1) There are six areas for which students can receive a SABER slip, certificate or postcard. These areas are:

• ACADEMIC: This relates to the effort they put into the learning they do.

• SPORT: This relates to their effort and participation in sport.

• CULTURAL: These relate to their effort and participation in things like school productions, band, and art exhibitions.

• SCHOOL SERVICE: These are things they do for our school eg. Volunteer at Open Day.

• COMMUNITY SERVICE: These are things they do for the community representing our school, eg; march in the Anzac parade as a member of RSHS.

• LEADERSHIP: These are the ways they lead other students.

SABER slips, Postcards and Certificates recognise efforts above and beyond the usual expectations of a student member of our school. eg; in classroom, extra-curricular or co-curricular. Once a student receives 6 SABER slips/postcards/certificates across a minimum of 2 areas they present these to their YLC (Year Level Co-ordinator) who will stamp them, tally them and present the student with a Bronze award at weekly year level assemblies. Once a student has received 3 Bronze awards across 3 areas from their year level co-ordinator they then present these to the Deputy Principal who will stamp/punch them, tally these up and present the student with a Silver award at end of term SABER assembly. Once a student has 3 Silver awards across 3 areas, they then present these to the Deputy Principal who will stamp/punch them, tally these up and present a Gold award and badge at the end of term assembly. Only Gold awards will be recorded by the school and these will receive their certificates at a SABER assembly. Students receiving a gold award will also get a student ID card in the colour Gold. A student who receives 3 Gold awards will receive a School Platinum award at the annual Awards Evening. Students who submit SABER slips/certificates must be present at the assembly to receive their award. If the student is not present or does not respond when called to the stage they will receive their certificate at a normal weekly assembly. Students submitting certificates etc. do so on the understanding that they MUST be present to receive the Certificate.

SOARING ABOVE AND BEYOND EXPECTATIONS @ REDCLIFFE -SABER’

All information is true and correct at the time of printing

Redcliffe State High School – SABER Award Scheme

SABER SLIP, CERTIFICATE OR

POSTCARD

Above and Beyond effort.

Student presents 6 Above and Beyonds or Postcards to the YLC. From at least 2 areas.

BRONZE CERTIFICATE

YLC presents student with Bronze at year assembly.

Silver certificate presented at SABER assembly. (May be awarded at Administrator’s

discretion).

SILVER CERTIFICATE

From at least 3 areas.

Student presents 3 Bronze certificates to the YLC who passes to

Admin.

Student presents 3 Silver certificates to

the YLC. YLC passes to Admin.

From at least 4 areas.

GOLD CERTIFICATE, BADGE and GOLD Student ID

card.

Principal presents Gold Certificate at SABER

Assembly. (May be awarded at Principal’s discretion).

Student presents YLC with 3 Gold

Certificates. YLC passes them to Admin

SCHOOL PLATINUM

Principal presents Platinum Awards at Awards Night.

(May be awarded at Principal’s discretion).

Teacher hands out Above and Beyond to student in

class.

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Code of Conduct I. In all activities associated with the school

• Keep hands off people and their property.

• Show courtesy and respect in communication and do what you are told when it is required.

• Follow directions at the time they are given.

• Bullying/harassment of teachers and other students will be not be tolerated.

• Be at the right place at the right time with the equipment that is needed.

• Eliminate vandalism, littering, bad language, smoking and spitting.

• Provide notes for absences, late arrivals, requests to be excluded from school activities and when the uniform is not able to be worn.

• Follow teacher instructions.

• Do not act in an unsociable manner including photographing or recording people without permission or highlighting group related behaviour.

• Do not put photographs on the Internet of any student in school uniform and /or in the school grounds or photographs showing any part of the school grounds.

II. In the classroom • Keep homework diary and books organised, neat and up-to-date.

• Have assignments and other requirements ready by the date required.

• Co-operate positively to ensure a good classroom learning environment.

III. When outside the classroom • Avoid potentially dangerous activities and emphasise safety.

• Use sports equipment and facilities with care and responsibility.

• Respect rules concerning use of building areas, rooms, ovals and court areas.

• Keep out of “out of bounds” areas.

• Behave on school transport and obey traffic rules when travelling to/from school and between the campus areas.

• Maintain the highest standards of behaviour and responsibility while on school excursions.

• Avoid ‘bystander behaviour’ that disrupts the good management and order of the school.

• Do not speak to outsiders, either on the fence-line or in the school grounds

IV. At all times when part of the school • Dress cleanly and tidily and take pride in appearance in the community.

• Wear the school uniform in a way that will enhance the reputation of the school.

• Obey dress rules involving safety such as footwear and jewellery.

• Obey hair colour rules

V. Specific rules • Smoking, drinking alcohol or using illegal drugs while at school, in school uniform or at school

functions is prohibited.

• Chewing gum is not permitted at school.

• Food and drink are not to be consumed in the classrooms or on verandas.

• Students must stay out of rooms (including Hall) until a teacher is present.

• Running on stairs, verandas, and cement is dangerous and is therefore forbidden.

• Students are to stay away from school perimeters. Any visitors are to be directed to report to the Administration building.

• Riding of bicycles, skateboards or roller blades in the school’s grounds is forbidden.

• Verandas and stairwells are out of bounds except when moving directly to class.

• The office foyer is not to be used as a thoroughfare.

VI. Workplace Health and Safety – Duty of Care The Workplace Health and Safety Act requires that a student should:

• Act in a manner that does not endanger the health or safety of others.

• Wear the uniform as outlined in our Dress Code

• Carry out any safety directions In addition, the Act requires that a student should not interfere with anything (e.g. signs) provided in the interests of health or safety.

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Respect is an essential aspect of every relationship. Imagine how much better our community would be if all relationships were respectful whether it be at school, in a shopping centre, at the hospital or if dealing with emergency services.

State schools on the Peninsula have been working together to develop a set of expectations regarding our relationships. We believe that parents and schools can work positively together to achieve positive outcomes and set positive role models for young people through respectful relationships.

We hope that our community can see the value of such a project and join us so that together we can investigate ways to make our community one we can be proud of and where everyone can feel safe.

Respect Project Origins

The Peninsula Education Precinct, a group of thirteen State schools in the Redcliffe and Deception Bay area, are working together to strengthen the “State School” brand and develop social capital within our school communities. By promoting a sense of shared identify and agreed principled operations, we are sending a message to our parent community that we are one. We have an agreed way we will do business that is focused on respect.

School staff (and staff from other agencies) struggle to maintain positive relationships with some stakeholders when there have been complex issues impacting on our capacity to deliver quality outcomes.

Educators as well as many other frontline staff have to deal with issues that arise from mental illness, drug and alcohol abuse, negativity, lack of accountability, combative approach to staff, high unemployment, lack of social capital, unrealistic expectations of schools/government agencies and high levels of criminal activity to name a few.

Parents and the broader community play a vital role in supporting young people in their learning. This project is about supporting schools, parents and the broader community to engage in positive ways to maximise student learning outcomes. Furthermore, we are developing strategies to structure support and develop capabilities within our communities.

The Community Respect Project

The main aim of the Community Respect Project is to unite influential community leaders and stakeholders from government, non for profit, philanthropic and business who would be impacted in some way by the issue of community disconnection. We aim to develop networks with other front line organisations and businesses to strengthen communication and link people to opportunities and structures of support.

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Respect Project

This project aims to unite our schools to:

Provide a basis for all state schools Lift our expectations of parents regarding their behaviour Improve the skills of staff in dealing with inappropriate behaviour Devise and clearly articulate acceptable and unacceptable behaviours Promote expected parent/community behaviour across all schools and the community in a consistent manner Incorporate parent/community support processes into school processes Welcome partners to support and promote the project eg. Headspace, Youth Space, P&C’s Queensland Work with ‘Parenting’ experts to refer parents to (instead of using school GO time

This project aims to unite our community to:

Lift our expectations of appropriate behaviours Improve the skills of staff in dealing with inappropriate behaviour Devise and clearly articulate acceptable and unacceptable behaviours Promote expected community behaviour across the community in a consistent manner Incorporate community support processes Welcome partners to support and promote the project

Ideally, we would love our community to choose respectful relationships as a part of our everyday expectations, no matter who we are dealing with.

The concept of ‘respect’ is something everyone wants to see in their workplace and community. We would like to spread the word and develop resources to share with our community organisations and businesses.

We have developed a Respect – Commit to it! Facebook page and website to gather more support from our community.

We hope that you will become involved in this project and partner with us. Our communities can only benefit from a united approach – I hope you will commit to it.

Key Contact for the Project:

Principal Redcliffe SHS Shona McKinlay - smcki6@eqedu.au

Deputy Principal Redcliffe SHS, Maria Williamson – mwill69@eq.edu.au

Shona McKinlay- Redcliffe SHS 38971111

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Peninsula Schools Parent Code of Conduct

Parent expectations (Code of Conduct) have been adopted to aid all members of our school community to

work as a cohesive group within our school community.

The Code is intended to promote and maintain the highest standard of behaviour by parents. It is an

expectation that all parents should adhere to this Code of Conduct and our ‘Manners Matter’ expectations

at all times.

At all times our focus is to support students and their learning, this code supports this vision.

RESPECT AND CONCERN FOR OTHERS AND THEIR RIGHTS

• Act with courtesy and demonstrate respect for all persons: fellow parents, school staff, students or

community members.

• Listen and be tolerant of the views and opinions of others, even if those views and opinions differ

from your own.

• Show respect for school staff by:

-using appropriate communication channels when dealing with the school.

-encouraging children to use problem solving channels at school (e.g. Blue room, chaplaincy).

• Take responsibility for your own actions.

• Conduct and present yourself in a professional manner, act ethically and with integrity.

• Ensure all comments, including social media entries, are appropriate, fair and positive.

• Follow the parking rules and doing the right thing when delivering and collecting children from

school.

A COMMITMENT TO ACHIEVEMENT OF POTENTIAL

• Be good role models. It is your actions that really count.

• Ensure that your children are ‘equipped’ to learn, for example:

- provide appropriate items as per the class lists including parent contributions.

- ensure children are well rested and well-nourished when they arrive at school.

- provide your children with healthy nourishing food at school.

• Take an interest in your children’s school work, for example, encourage the completion of

homework in all subject areas by providing a time and place for children to do their homework.

• Let the school know of any problems that may affect your child’s ability to learn.

• Inform the school of absences and keep absences to a minimum and for legitimate reasons only.

ACCEPTANCE AND RESPECT

• Listen and respond to issues and concerns in a constructive manner.

• Support the authority and discipline of the school.

• Abide by the school’s policies and procedures.

• Pay school fees in a timely manner.

• Ensure students are in full school uniform.

• Participate in parent evenings.

• Remain objective and avoid personal bias.

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SOCIAL AND CIVIC RESPONSIBILITY

• Act in the best interest of the whole school community at all times.

• Be fair.

• Treat official information with care and use it only for the purpose for which it was provided.

• Be responsive to the requirements of the school community.

• Resolve any concerns with the school as the first point of contact rather airing concerns in a public

forum.

• Be involved in the school community by attending P&C meetings, volunteer for Canteen Roster or

Volunteer to help with school activities (eg fundraising and sporting events etc.)

Peninsula Schools Manners Matter • Respect our school, our staff, students and visitors.

• Enthusiastically greet others.

• Speak with adults using ‘Sir’ or Miss’.

• Please and Thankyou to be used when making requests or receiving help.

• Endeavour to listen to and follow all instructions or requests.

• Communicate with courtesy.

• Take responsibility to communicate in a respectful manner with all people.

Peninsula Schools Parent Appointments Parents wishing to meet staff must make an appointment in advance the same as if you were to see a doctor, dentist or lawyer etc.

Unexpected requests cause disturbance and do not allow sufficient time for teachers, administrators or support staff to prepare and have the relevant information ready for an unscheduled meeting.

Of course there are times when emergencies arise and these situations will be addressed individually.

We thank you for your understanding in this matter.

Please phone 3897 1111 to make an appointment.

Redcliffe State High School Meeting Protocols

Peninsula Schools Parent Meeting Protocols We agree that all parties:

• are seated prior to discussion and remain seated during the meeting

• understand that doors may remain open

• must declare if the conversation is to be recorded before the meeting commences

• will refrain from food and beverages during the meeting

• will speak with calm voices

• will refrain from finger pointing or use of pencil to point or gesticulate

• will refrain from put-downs or inappropriate language about students or staff

• will not introduce new agenda items (only topics agreed to prior to the meeting are up

for discussion)

• respect the time constraint set aside for the purpose of this meeting

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Peninsula Schools Student Sign out Procedure Staff at Peninsula schools are no longer able to collect students from classes during the school day. The office staff have numerous requests with people arriving at or phoning the school expecting them to drop everything to get students out of class. We expect students and parents to follow our sign out process. This process requires:

1. Parents to notify the school before school starts if you require a student to depart school prior to the end of the school day, either by note with the student or by a phone call to the office.

2. The student is to come to the office before school if they are providing a note, and hand this to the office.

3. Students are to return to the office at morning tea break to obtain their departure slip. 4. Students are to show their teacher their departure slip in class. Students are not permitted to

leave class without this departure slip. 5. Students to come to the office to sign out and be collected from there.

Students who do not follow this process will receive appropriate consequences eg. Detention. We do ask that you avoid taking students from school whenever possible as this is valuable learning time. We thank you for your co-operation in this matter.

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Complaints Management Complaints come to principals and other school staff in many forms. Complaints can be from parents/carers, community, staff or students. This document outlines the procedures undertaken at this school to manage complaints.

Process • All complaints are handled in a positive and open way.

• The school documents all complaints.

• Complaints are recorded and reported to the most appropriate person as soon as practicable after receiving the complaint. This may include the Principal, Deputy Principal, Head of Department or School Based Police Officer

If it is not resolved at the first point of contact, the complaint is acknowledged within five (5) working days by telephone, in person, by email, or in writing. There are four key phases in handling a complaint, with the option of a fifth phase for review of a complaint outcome:

Phase 1 – Receiving and Clarifying the Complaint When a staff member receives a verbal complaint, they listen carefully to the issues being raised, summarise the issues and find out what the complainant wants to happen as a result of the complaint. An appropriate staff member will then address their complaint.

• Complaints are sometimes made with the assistance of an advocate, interpreter or by a third party (as agreed between the complainant and the principal/principal’s delegate).

• Many complaints are resolved at the first point of contact with information and/or an explanation. There may also be an undertaking that action will be taken to prevent the problem recurring.

• When the complaint is not resolved immediately, the complaint is referred to the principal as soon as is practicable.

• A member of staff who receives a verbal complaint that is not resolved, will either ask the complainant to put their complaint in writing or record in writing, the particulars of their complaint.

• If the complainant agrees to put the complaint in writing, the member of staff takes no further action unless or until a written complaint is received.

• However, if the complaint relates to a report about harm (whether physical/emotional/ sexual) of a student under 18 years attending a State educational institution, or the matter relates to possible criminal activity, the matter is immediately reported to the principal or the principal’s supervisor advising them of all the particulars known.

• No signature is required for verbal complaints taken over the phone, but the complainant is asked to provide verbal confirmation of the issues that have been recorded.

• If a complainant refuses to sign or confirm a written recording of a verbal complaint, the staff member notes the refusal on the written complaint. The complainant is told that this refusal will be noted and that the process will be reliant on the staff member’s interpretation and notes only. The complainant may not, at a later date, make another complaint based on a lack of satisfaction with this record of complaint.

• When a written complaint is received, it is date-stamped and forwarded to the principal.

• When an anonymous complaint is received, the complainant is told of the possible limitations associated with the making of an anonymous complaint.

Phase 2 – Deciding how to handle the complaint When a staff member receives a complaint, they make an assessment in the first instance about whether the issue can be dealt with as a concern or a complaint.

• The principal has final responsibility for the management of all complaints that relate to school management issues under his/her jurisdiction. The complaint can be referred to another staff member in the school for action (for example, the deputy principal, registrar or nominated staff member).

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• If the complaint relates to departmental policy, or a departmental policy position, the complainant is advised to take their complaint to the relevant district or regional office.

• If the complaint is in relation to official misconduct, student protection, staff grievances or a perceived breach of privacy, the complaint is directed to the Workforce Standards and Performance Unit and the Legal Services Branch.

• The principal ensures that records are kept of a complaint and any referral of a complaint for either internal or external review.

Phase 3 – Finding out about the complaint The principal or delegate gathers all the necessary facts about the complaint while keeping in mind the principles of natural justice of all parties concerned. The principal or delegate investigates complaints by:

• Collecting and analysing information relevant to the matter

• Working collaboratively with all people involved

• Finding the facts relating to the matter

• Identifying any contributing factors to the matter

• Consulting the relevant EPPR policy on issues that relate to the complaint

• Documenting the investigation report or outcome

Phase 4 – Making a decision about the complaint • Based on the facts, the principal or delegate makes a decision on the complaint.

• Within 28 days of receipt of the complaint, the principal provides the complainant with either a written response, including reasons for the decision or a written notification that their complaint has been referred to an internal or external agency.

Phase 5 - Review Phase • If the complainant is not satisfied with this response, they are encouraged to discuss it further

with the school principal and/or advised to contact the principal’s supervisor, the Executive Director (Schools) at the district office.

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Redcliffe State High School Chaplaincy Service School chaplaincy services provide religious, spiritual, ethical and personal support to the school

community. Chaplaincy Services contribute to students’ educational and spiritual welfare, provide

student mentoring and allow Chaplains to be adult role models in schools. Chaplains are present

in schools at the invitation of the Principal, in consultation with the local community and with the

support of the Parent and Citizens Association.

What does a School Chaplain do? A school chaplain is a safe person for young people to connect with at school and provide a

listening ear, caring presence, and a message of hope. They care for students struggling with

issues such as difficult relationships with other children or family members, poor self-esteem,

family breakdown, and depression. Chaplains run positive, fun activities for students and foster a

supportive, caring school community.

The partnership between the school and the chaplain, supported by local churches, businesses

and community organisations, provides a network of local support and assistance. These positive

relationships help young people to face difficult issues, and provide hope, connection, meaning,

and purpose.

Models of School Chaplaincy Four models of chaplaincy are available to schools.

•In the Pastoral Care model the chaplain provides an additional dimension to the school’s care, guidance and support of students, especially where spiritual and religious or ethical needs arise.

•Under the Mentoring model the chaplain acts as a role model for students and assists in the development of supportive relationships for, with and among students.

•The Educational Support model sees the chaplain participating in the school as a guest presenter in classrooms when the students are studying subjects with religious themes.

•In the Community Development model, the Chaplain is the hub around which a variety of support agencies, programs and personnel revolve.

The primary model used at Redcliffe State High is the Pastoral Care model, and aims to complement the existing pastoral care program, although both mentoring and educational support will be included in the role at times. The service is available free to everyone in the school community regardless of their religious beliefs. Who are the Redcliffe State High School Chaplains? Nancy Jones has been at Redcliffe High as a Chaplain for nearly 17 years. She is married to Gordon

and has a son Eli. Nancy currently attends the Pine Rivers Church of Christ.

Scott Devine has been at Redcliffe High as a Chaplain for more than 11 years. He is married and his

wife is called Jenn. Scott currently attends the Arana Hills Church of Christ.

The Chaplaincy Service at Redcliffe High in 2020 During 2020, the Chaplaincy service will be assisting with sporting and cultural programs,

organising breakfast programs, attending and helping organise school camps, running programs

for students that help with the development of social and life skills, and facilitating a before-

school Bible Study for students interested in the Christian faith. Students may request to see

either of the Chaplains on an individual basis for support in personal matters.

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The Chaplaincy programs that have been running in 2018 include:

•Vital Unlimited – This group teaches boys and girls that their potential is unlimited and develops values including trust, co-operation, and sacrifice.

•Yap – Youth Action Program – For students to connect and make friends in a fun recreational sport environment. Held on Thursdays 3-4pm at the gym.

•Shine Girl - This group teaches girls that they have worth, purpose and value. The girls have mentors who help Nancy run this fantastic values-based course. This Program is run in the sport section of the timetable as an alternative to sport on Wednesdays for seniors and Thursdays for juniors.

All Chaplaincy programs run at school are supported by the P&C. Parental consent is needed before students can join and attend programs. Will my child be involved? The chaplaincy programme is entirely voluntary and students choose whether or not they want to

be a part of the activities that are offered. Parents will be consulted if their child wishes to be

involved in ongoing one-to-one meetings with the chaplain or in any programme or group

involving spiritual, religious or ethical content. Parents have the right to refuse permission for

their child to be involved in any element of the chaplaincy programme.

How can you contact us? Nancy Jones: Monday, Thursday and Friday

Scott Devine: Tuesday and Thursday

The Chaplains can be found in the Chaplaincy Office (under B Block) or in the Blue Room.

Their phone number is 3897 1135

Every school chaplaincy encourages partnership with local churches and communities and they

welcome further opportunities for this to happen.

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The HUB – (Special Education Unit) The HUB is located in S Block on the Eastern Campus and is available to:

• To provide assistance and resources • To provide formalised provision for students requiring personalised learning • To provide formalised provision for students with disabilities

We aim to focus on implementing support and interventions that address problems impacting on a student’s schooling, or issues that limit a student’s capacity to reach their individual and educational goals. We work closely with class teachers and we are aligned to the school’s current intervention process. Support through the Hub can be delivered in a variety of forms. The aim is to ensure that students are engaging in a positive and productive manner with all aspects of school culture and curriculum. Every student is capable of learning and is expected to demonstrate progress. In particular, Specialist Teachers and Teacher Aides work with classroom teachers to facilitate various forms of assistance for students who are identified as having a learning difficulty or disability, or are at risk of underachievement. Students with Verified Disabilities We provide intensive levels of specialised support to students with verified disabilities. Specialist teachers design and deliver education programs to students with special educational needs who are undertaking all or part of their program of study in regular classrooms. In some cases, teachers may provide learning experiences for students with high support needs which differ from the regular curriculum and meets the goals of students’ individual curriculum plans. All verified students receive a Personalised Learning Plan. This plan is developed in collaboration with Parents and the Student, to ensure all staff are aware of the best ways to support each young person. Personalised Learning We also provide support and assistance to students who fall under the Disability Data Collection list. This support takes place through the adjustment of educational programs in consultation with class teachers. This includes students with Social, Emotional and Behavioral Difficulties such as ADHD, ADD. A varying list of reasons we may support students can be found in our flyer. Support options may include: • In-class support • Tutorial support (group/individual) • Learning Assistance • Reading Assistance • Mental Health support (In conjunction with our Guidance Officers) • Assessment and Examination support All students identified in this area receive a Personalised Learning Plan. This plan is developed in collaboration with Parents and the Student, to ensure all staff are aware of the best ways to support each young person. Mrs Louise Fraser HoSES Redcliffe SHS

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Parents & Citizens Association

Meetings

The Association meets in the Redcliffe RSL on the second Wednesday of the month at 5.30 p.m as

advertised. The Parents & Citizens Association is a forum where parents can freely discuss issues

that affect the school, students and parents in general. It exists to promote the welfare of the

school and its students and to improve school facilities where possible. New members are always

warmly welcomed. Parents are invited to have input into school policies through the various

school committees.

School Charges and Voluntary Contributions These fees are endorsed by the P&C.

Uniform Shop – The School Locker RSHS Uniform Shop has limited opening hours and only sells 2nd hand uniforms. Samples are available to try on for on-line ordering from School Locker.

RSHS Uniform Shop

School Locker

Monday -closed Monday: 8.30am - 5pm

Tuesday - 8:00am - 9:30am Tuesday: 8.30am - 5pm

Wednesday -closed Wednesday: 8.30am - 5pm

Thursday -closed Thursday: 8.30am - 7pm

Friday - 8:00am - 9:30am Friday: 8.30am - 5pm

Saturday -closed Saturday: 9am - 5pm

Sunday -closed Sunday: closed

Open on most Public Holidays

Order on-line or in person@ The School Locker, 4-6 Burke Crescent, North Lakes. Pick-up or delivery http://theschoollocker.com.au

Tuckshop The tuckshop supplies students with a wide range of healthy food and drinks at reasonable prices. The school complies with the “Smart Choices” legislation. It is staffed on a roster basis by volunteers. Mothers, fathers, relatives, friends and helpers are always welcomed. Contact Janet Fitzsimmons, (Manager) at the Tuckshop on (07) 3897 1132 if assistance can be offered.

PLEASE NOTE: It is not acceptable for parents to deliver food from “fast food” outlets to students at school or give permission for students to leave the school grounds for these purposes.

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From the P&C President

Redcliffe State High P & C Association provides parents and community members with an opportunity to share their views on school policies and activities. The P&C is also active in lobbying relevant authorities to benefit the students. Some of the areas in which the P & C Association actively provides consultation and approval/endorsement include:

Textbook & Resources Scheme: The P & C supports a Textbook and Resource Scheme as operated by the school. This scheme allows students to have access to all avenues of learning materials, including textbooks, class book sets, printed notes, physical education resources, sport resources, Resource Centre and computer resources.

Textbook Allowance: As outlined in the Textbook & Resources Scheme documents, the applicable Government Textbook Allowance for each year level is paid directly to the school. Parents have the right not to elect to join the Textbook & Resources Scheme but must (in lieu) provide all the resources themselves. The P & C has investigated the costs of equipping students and encourages all parents to seriously consider joining the Text and Resource Hire Scheme. Should parents/caregivers wish to make an arrangement with the school, regular payments can be made during the year to ease the burden on the household budget. These payments can be made at the school office; EFTPOS available.

Subject Charges: Specific subject charges are outlined in the Textbook & Resources Scheme document and cover materials or products that remain the property of the Student.

Uniforms: Redcliffe State High School is a uniform school. This means that the whole school community has decided that ALL students wear the Redcliffe High uniform. The uniform policy sits within the Behaviour Management Policy of the school. With the exception of shoes, all items of clothing are available for purchase through the Uniform Shop. Our uniform is an essential part of our school culture, instilling pride in our school, our presentation and our community. The Uniform Shop is now a partnership between RSHS and The School Locker (see previous page for details and opening times).

The P&C support disciplinary procedures for students who do not comply with the School Dress Code.

Meetings: The Parents and Citizens’ Association meets at the Redcliffe RSL on the second Wednesday of the month at 5.30 p.m. as advertised.

The Parents and Citizens’ Association is a forum where parents can freely discuss issues that affect the school, students and parents in general. It exists to promote the welfare of the school and its students and to improve school facilities where possible.

New members are always warmly welcomed and we look forward to meeting you.

Carlos Ortega

P& C President 2019/2020

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The School Council

The Redcliffe State High School, School Council is the governing body of the school. The School Council is the custodian of the direction and reputation of Redcliffe State High School. It is a forum that plans and reviews the school’s progress towards its vision.

The Council is constituted to improve student learning outcomes by helping to guide the strategic direction of the school.

To carry out this governance role, the Council needs to

• be well informed about the school

• share a vision for the school

• plan to develop strategic initiatives

• communicate effectively with the school

• monitor the implementation of school plans

• provide advice to the Principal on strategic matters

The School Council has four key functions for guiding the strategic direction of the school:

1. Monitoring the strategic direction 2. Approving plans and policies of the school of a strategic nature and other

documents affecting strategic matters, including an annual estimate of revenue and expenditure for the school

3. Monitoring the implementation of the plans, policies and other documents mentioned above

4. Advising the school Principal about strategic matters

The School Council meets twice a semester.

For further information about the School Council please contact Shona McKinlay, Principal RSHS on 3897 1111

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Overview of Student Resource Scheme There are many costs associated with providing quality educational opportunities which all students deserve. For an annual fee Redcliffe State High School offers a Student Resource Scheme (SRS). The purpose of the scheme is provide parents with a cost effective alternative to purchasing textbooks, resources, consumables and/ or materials from elsewhere, through reduced prices gained from the schools bulk purchasing processes. Benefits of Joining the Scheme For participants, the Scheme provides the following:

• Long term loans of textbooks for classroom and / or home use

• Short term loans for classroom and / or home use (e.g. Plays or novels studied in English)

• Use of class sets (e.g. Textbooks, atlases, dictionaries etc)

• Use of reference materials including CD software programs and on-line programs

• Teacher prepared booklets/work sheets

• Reproduced class materials which compliment textbooks or substitute for textbooks

• Student reference books

• Replacement of obsolete books/resources service improvement costs – new resources

• Reference audio/video tapes/DVDs

• Homework Diary

• Student ID Card

• Provision of additional computer based programs

• Personal printing allocation of $15.00 (Additional costs apply for those exceeding initial allocation)

Participation in the scheme is voluntary. If a parent/ caregiver chooses to participate in the scheme and complete, the Participation Agreement Form, a fee will be due and payable. A parent/ caregiver who does not wish to join the scheme is responsible for providing the student with the items that would otherwise have been provided to the student by the scheme to enable them to engage with the curriculum. The school policy endorsed by the P&C is that before a student can be considered for participation in a non-compulsory school activity, a parent who has joined the scheme is expected to have fully paid the SRS fee; or paid the SRS fee up to and including the term in which the school activity takes place; or made regular on-going payments towards the SRS annual participation fee by entering in a Payment Plan with the school. Non-compulsory school activities include recreational excursions/ camps, sport, jersey, formal etc. Our school is aware that circumstances may arise which can make payment difficult. Parent/ Caregivers are encouraged to contact the Business Manager to discuss payment or resourcing options that may be available to accommodate their circumstances.

Textbook and Resource Allowance The Department of Education and Training pays a Government Textbook and Resource Allowance for secondary students in bulk to the school for students in years 7-12 ($125 Year 7-10, $271 Year 11-12). Certain students are NOT eligible for this allowance, namely exchange students, full fee-paying student, adult students (aged 18 years and older) and students from other states enrolling after the last Friday in February. The Department encourages schools to provide Student Resource Schemes to minimise costs for parents.

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Stationery Items The purchase of these is the responsibility of the individual student / parent / caregiver. Generally, items including the following will need to be purchased:

• Writing paper e.g. Exercise book

• Graph paper

• Calculators and drawing equipment

• Protective clothing where required

• Pens, pencils and other stationery items

• Folders, binders, refills, inserts Please refer to the Resource Booklet for specific Year Level Stationery List.

Refunds The school will make a pro-rata refund to the parent/ caregiver of a student who, having paid a participation fee, leave the school through the year. The pro-rata refund is calculated on 40 week school year, the participation fee paid, less the cost of consumed materials to data and replacement

cost of scheme items that are lost, negligently damaged or not returned.

What do I need to do now? • Refer to the Resource Requirements Booklet for further information on our Student

Resource Scheme, year level stationery lists, subject and program of excellence fees.

• Please complete, sign and return the Student Resource Scheme participation form which is included in the Resource Requirements Booklet.

• If you do not wish to join the scheme, the Participation form still needs to be completed and returned to the school.

What do I have to provide? The scheme does not cover students’ personal requisites such as stationery, writing materials or protective clothing. It also does not cover the costs involved for sporting events outside of the school i.e. buses, venue entry, school camps/ excursions, jersey or formal.

Summary Please refer to our Resource Requirements booklet. The information provided in this package will assist you in planning your financial commitments for the coming school year. By taking action on this information you will be able to ensure that your child is fully equipped for the school year.

If you have any enquiries about the scheme please contact the school office on 3897 1111. Yours faithfully

Shona McKinlay Principal

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School Transport Assistance Scheme

The Queensland Government understands that education is essential for Queensland's development. Due to this, education facilities are provided throughout the state.

It is the responsibility of parents to make suitable travel arrangements for their children to attend school. For many years the state government has provided assistance with school transport costs for eligible students in certain circumstances. This assistance is provided under the School Transport Assistance Scheme (STAS), which recognises the needs of students in areas with limited student populations where facilities cannot be justified. It is in these areas that school transport assistance is provided to enable students to attend education facilities.

The policy of the School Transport Assistance Scheme is contained in the following documents available for download:

The School Transport Assistance Scheme MB

http://www.tmr.qld.gov.au/~/media/Travelandtransport/School%20transport/Assistance%20schemes/

School%20Transport%20Assistance%20Scheme/staspolicy.pdf

• The School Transport Assistance Scheme—operator payments

http://www.tmr.qld.gov.au/~/media/Travelandtransport/School%20transport/Assistance%20schemes/

School%20Transport%20Assistance%20Scheme/Pdf_stas_operator_payments.pdf

More information on the School Transport Assistance Scheme as well as application forms can be

found on the TransLink website http://translink.com.au/tickets-and-fares/other-tickets/school-tickets-

and-fares

Information relating to the School Transport Assistance Scheme is also contained in school transport

information statements http://www.tmr.qld.gov.au/Travel-and-transport/School-

transport/Information-statements.aspx

The following programs are also funded by the state government and provide assistance with school

transport costs for eligible students:

• The School Transport Assistance Program for Students with Disabilities

http://ppr.det.qld.gov.au/corp/infrastructure/facilities/Pages/School-Transport-Assistance-Programs-

for-Students-with-Disabilities.aspx – this program is administered by the Department of Education,

Training and Employment

• The Non State Schools Transport Assistance Scheme – this scheme is administered by the

Queensland Catholic Education Commission on behalf of all non-state schools in Queensland. Further

details are available at www.schooltransport.com.au http://www.schooltransport.com.au/