ENROLMENT HANDBOOK 2020 - Pine Rivers State High School · The five pillars essential for students...

PINE RIVERS STATE HIGH SCHOOL“By different ways to excellence”

ENROLMENTHANDBOOK

2020

Page | 2P I N E R I V E R S S T A T E H I G H S C H O O L

CONTENTS

Principal's Welcome 3

General School Information 4

Student Excellence 5

Key Personnel 2019 5

Enrolment Process 6

Policy DocumentsEnrolment Agreement 8

Separated families & shared custody arrangements 8

Attendance Policy 9

Complaints Management 11

Duty of Care / Accident Insurance 12

Pine Rivers State High School BYOD User Agreement 12

Student Learning Expectations for BYOD 12

Personal Technology Devices Policy 13

Provisions of student data to outside services 14

Consent to use Copyright Material, Image, Recording or Name 15

Student Resource Hire Scheme 16

Assessment Policy 18

Responsible Behaviour Plan 20

Homework Policy 30

School Representation Policy 32

School Uniform and Dress Code 33

Voluntary Student Participation in Chaplaincy Program 35

Information for StudentsDay structure 36

Curriculum structure 36

Learning for Life program 37

Ignite program 37

Elective subject information 38

Junior Secondary Certificate of Education 39

Gold Card Initiative 39

Pine High Leaders of Excellence (PHLOE) 40

Camps & Excursions 40

Student Support & Well Being 40

FAQ's - What to do When... 41

School Map 42


PINE RIVERS

STATE HIGH SCHOOLAs Principal, I am extremely proud of our school community, our students, staff and the supportive wider community that makes up Pine Rivers State High School (Pine Rivers SHS). As a new student to our school, you will quickly realise that our school is a great school. Our code of Respect, Pride, Effort and Safety guides our actions, efforts and commitment to uphold the high expectations and standards on which our school prides itself.

Pine Rivers SHS is a member of the New Pedagogies for Deeper Learning (NPDL) global partnership, with a global membership of over 1000 schools. Through this project staff and students are engaged in teaching and learning practices that are proven to deepen the learning of students and prepare them for life after school. The aims of this project aligns with our vision of ‘Informed citizens building harmonious communities’.

As part of this initiative you will participate in learning opportunities focused on six competencies; Communication, Critical Thinking, Creativity, Collaboration, Citizenship and Character. The explicit teaching of these will enable you to successfully engage with the content of your core classes. We are constantly striving to maximise student learning through innovative and relevant curriculum programs that meet the current and future needs of our students. Our school is pathways focused, ensuring every student has access to multiple educational pathways to ensure educational or vocational success beyond Year 12. This is evidenced in our broad and challenging curriculum offerings, as well as high standards in facilities and resources to help achieve this.

You will have the opportunity to apply and join our signature IGNITE programs. The three IGNITE classes have a different focus; STEM (Science, Technology, Engineering and Maths) and HASS (Humanities, Arts, Social Science) , and Music. Both of these classes contain students from Years 7, 8 and 9 who are challenged through inquiry based learning tasks to solve real world problems.

Pine Rivers SHS has a number of links with external partners such as universities, training providers, industry and experts to enhance the learning opportunities and future pathways of students as they transition into the wider community at the end of high school. These partnerships also assist students in the co-curricular programs such as the school musical, which has been running for over 40 years, biennial music tours, camps and national academic competitions.

Our extensive computer network integrates information communication technologies into all curriculum areas and together with the BYOD program ensures a technology rich learning environment.

I am sure that you will enjoy being part of this great school and I encourage you to make the most of the extensive opportunities provided to you. You will soon come to realise as our motto of ‘by different ways to excellence’ suggests that there is a way for every student to develop and showcase their individual strengths.

I look forward to working with you to achieve your learning goals and celebrating your successes at Pine Rivers SHS.

Doug Watson

Principal


GENERAL SCHOOL INFORMATION

Office Hours 8:00am to 4:00pm

Location Gympie Road, Strathpine, Qld 4500

Postal Address 535 Gympie Road, Strathpine Qld 4500

Administration Office Ash Court, off Spitfire Avenue, Strathpine 4500

Telephone Number 3881 4700

Student Absence Number 3881 4730

Fax Number 3881 4777

Email [email protected]

Web Address www.pineriversshs.eq.edu.au

Absences Email [email protected]

Main Gate Closing Time 6:00pm

The Pine Rivers SHS community incorporates all those associated with the school, including students, teachers, parents/caregivers, ancillary staff, support personnel and regular visitors. Each member of the Pine Rivers SHS community has a role to play in a whole school approach to promote the best possible climate for learning, teaching, individual self-development and self-responsibility.

To ensure the safety of all members of the school community, and to maximise the effective learning of students, it is expected that all students comply with the school rules which are organised around the school Code of Respect, Pride, Effort and Safety. Posters displaying these rules can be found in all classrooms.

All members of the Pine Rivers SHS community are to: 1. be respected and valued with their diverse needs addressed 2. be treated equally, regardless of belief, gender, age, race, disability or socio-economic status 3. enjoy a supportive school environment4. have a safe environment in which opportunities exist to experience, learn and model appropriate

behaviour

OUR VISIONInformed citizens building harmonious communities

OUR MOTTOBy different ways to excellence

OUR CODERESPECT

PRIDE

EFFORT

SAFETY


STUDENT EXCELLENCEStudents at Pine Rivers SHS are challenged to achieve their individual best - excellence - every single day. Students are taught what it means to be an excellent student at Pine Rivers from the first time they enter the school on Orientation Day.

The five pillars essential for students to achieve excellence at Pine Rivers are:1. Positive Relationships2. Learning Strategies and Skills3. Feedback4. Goals, Pathways, Successes5. Working Together

Along with our school code these form the basis of our teaching and ensure we fulfil our vision of developing excellent citizens who are capable of creating harmonious communities.

KEY PERSONNEL

Executive TeamStaff Member Telephone

Principal Mr Doug Watson 3881 4700Deputy Principal Mr Murray Bowman 3881 4700Deputy Principal Mr David Armstrong 3881 4700Deputy Principal Ms Carol-Ann Morel 3881 4700

Head of Department Junior Secondary Ms Helen Beasley 3881 4793Year Level Coordinator

Year Level Coordinator

Ms Jane Young/Mr Josh Nugent

Ms Trish Keenan/Mr Michael Baresic

3881 4794

3881 4794

Curriculum Heads of DepartmentLanguages Ms Kathleen Banks 3881 4700

Mathematics Mr Dave Walsh 3881 4700Science Mr Brett Franks 3881 4700

Humanities Ms Jo Orchard 3881 4700Health and Physical Education / Sport Mr Ian Roberts 3881 4700

Design Technology Mr Shane Needer 3881 4700The Arts Ms Christina Sanderson 3881 4700

Learning Connections Ms Ash Altmann 3881 4700Senior Schooling Ms Julia Collins 3881 4700

Information Technology Mr Mark Fahey 3881 4700Deep Learning Ms Michelle Campbell 3881 4700

Teaching and Learning Ms Marion Schneid 3881 4700Student Support and Services

Student Engagement Ms Tanya Grant 3881 4700Guidance Officer Year 7, 9 & 11 Ms Chenoa Matthews 3881 4700

Guidance Officer Year 8, 10 & 12 Ms Kirstin Lee 3881 4700Chaplain Mr Dave Hockey 3881 4700

School Based Youth Health Nurse Ms Trina McBride 3881 4700School Based Police Officer Snr Constable Warren Forbes 3881 4700

ATSI Support Officer Mrs Rebecca Mooney 3881 4700Resource Shop Ms Suzanne Brown 3881 4700Uniform Shop Ms Julie Jamesion 3881 4700


ENROLMENT PROCESSOVERVIEW

Pine Rivers SHS recognises as its prime obligation, the provision of access to an appropriate educational service for students whose principle place of residence is within the school’s catchment area. Because of enrolment capacity and growth Pine Rivers SHS may be unable to meet this obligation in the future, unless action is taken now to manage enrolments. Pine Rivers SHS has ability to accept enrolments from outside the catchment area.

This School Enrolment Management Plan (School EMP) sets out the conditions under which students may be enrolled into Pine Rivers SHS, subject to any other requirements or limitations in:

1. the Education (General Provisions) Act 2006 (Qld)

This School's EMP is supported by:2. Enrolment in State Primary, Secondary and Special Schools procedure 3. School Enrolment Management Plan (School EMP) procedure

Currently Pine Rivers SHS has the capacity to enrol up to 1539 students. At Pine Rivers SHS the EMP comes into force after the 8th day of each school year. This means any student can enrol at Pine Rivers SHS prior to the commencement of the new year.

LOCAL CATCHMENT AREA

A school’s local catchment area is the geographical area from which the school is to have its core intake of students. A catchment map defines the catchment area for Pine Rivers SHS. A hard copy of this map is available at the school’s administration building and it can be viewed online at http://statistics.oesr.qld.gov.au/reverse-proxy/schools/catchment/catchmentmaps/.

ENROLMENT POLICY

Students within catchment

Any student, whose principle place of residence is within the school’s catchment area, is subject to the Education (General Provisions) Act 2006 and is eligible for enrolment at the school. The school Principal will hold places for students who relocate to within the catchment area throughout the school year.

Parents or legal guardians who wish to enrol their child at the school will need to demonstrate that the student’s principle place of residence is within the catchment area. Current proof of residency at the address indicated can be provided by way of one of each of the following:

4. One primary source – a current lease agreement, or driver’s licence, or unconditional sale agreement, and

5. One secondary source – a utility bill (e.g. electricity, gas), or rates notice showing this same address and parent’s/legal guardian’s name

If the Principal is not satisfied that the documentation provided by an applicant demonstrates adequately that the address stated is the student’s principle place of residence, then the Principal may request further sources of proof of residence, such as an additional utility bill (e.g. water) showing the same address.

The Principal may also request a properly sworn Statutory Declaration from the enrolling parent or legal guardian attesting that the student’s principle place of residence is the place nominated in the enrolment application.

Applicants should note that a false statement / assertion about the student’s principle place of residence may amount to an offence and may be reported to police. The school Principal may repeal a decision to enrol a student in such circumstances.

Other students outside the catchment area deemed to be eligible for enrolment

The following groups of students will be deemed as eligible for enrolment, even though they may reside outside the school’s catchment area:

• Children and young people who are subject to child protection orders that grant guardianship or custody to the Chief Executive Officer of the Department of Communities, Child Safety and Disability Services (Child Safety Services)

• Siblings of current students at the school (excluding siblings of Program of Excellence students).• Students whose parent or legal guardian is employed by the school• Students who live outside the catchment area and are verified with a disability can enrol in the


school to attend the specialised disability program if it is the closest program to their home and meets their individualised needs

• Students who have been excluded from a school other than this school, dependent upon the conditions related to the exclusion, as determined by the Regional Director.

OUT OF CATCHMENT ENROLMENTS

Enrolment of students from outside the local catchment area will be managed to ensure that the total current and forecast enrolments do not exceed the school’s current capacity and, where applicable, will ensure there is an even spread of students across year levels or class groupings.

Students from outside the school’s catchment area applying for enrolment at that school are placed on a waiting list in order of receipt of application.

Subject to the capacity conditions of the school, enrolment applications from outside of the catchment area will be assessed in order of receipt.

FEES

Under the Department’s State Education Fees procedure, a principal of a state school is able to charge a fee for recouping costs of enrolment processing by a State school with an approved School Enrolment Management Plan of a prospective student who lives outside the school’s catchment area, where:

• the enrolment management plan permits the enrolment of a student living outside the catchment area based on cultural, sporting or academic merit, and

• the significant number of prospective students living outside the catchment area and applying to enrol results in abnormal administrative costs to the school, for example, enrolment examination supervision and marking.

ACCEPTANCE AND ASSESSMENT PROCESS

Out of catchment enrolment applications will be recorded in order of receipt, by date and time. These applications will remain current only for the school year in which they are applying to enrol.

DECISIONS ON ENROLMENT

The Principal is responsible for all decisions on enrolments.

Where a Principal forms a preliminary view that an application will not succeed, parents/legal guardians will be notified in writing. Parents/legal guardian may respond to the Principal’s preliminary view by making a submission to the Principal, no later than seven school days after receiving the preliminary view letter.

If no submission is received, the Principal’s preliminary view will be treated as the final decision and no further notice will be provided.

If a submission is received, the Principal will consider the submission and make a final decision. A final decision notice will be provided to the applicant as soon as is practicable. There is no internal review of the Principal’s decision.

GAZETTAL DATE

The School Enrolment Management Plan of Pine Rivers SHS was gazetted on 13 September 2013.

ENDORSED BY

Doug Watson – Principal Evanthia Smith – P&C President Date: 10/12/18


POLICY DOCUMENTSThe acceptance and acknowledgement of the Pine Rivers SHS policy documents is required to be signed off at your child’s enrolment interview, before they can start their education at the school. Ensure you read each of these documents with your child prior to the enrolment interview. Also, understand that these documents are correct at the time of printing and the most up to date policies and procedures will be located on the school website www.pineriversshs.eq.edu.au.

ENROLMENT AGREEMENTPine Rivers SHS’s enrolment agreement sets out the responsibilities of our students, parents/carers and the school staff about the education of students enrolled at our school.

RESPONSIBILITY OF STUDENT TO:• attend school regularly, on time, ready to learn and take part in school activities• act at all times with respect and show tolerance towards other students and staff• work hard and comply with requests or directions from the Teacher and Principal• abide by school rules, meet homework requirements and wear the school’s uniform• comply with the Information Communication Technology Acceptable Use Agreement• know and abide by the school’s assessment and subject credit policies• respect the school environment

RESPONSIBILITY OF PARENTS/CARERS TO:• attend open evenings for parents/carers• let the school know if there are any problems that may affect my child’s ability to learn• inform the school of the reason for any absence• complete Application for Exemption form for any absence greater than 10 consecutive school days• treat school staff with respect and tolerance• support the authority and discipline of the school enabling my child to achieve maturity, self-

discipline and self-control• abide by the school’s policy regarding access to school grounds before, during and after school

hours

RESPONSIBILITY OF SCHOOL TO:• develop each individual student’s talent as fully as possible• inform parents/carers regularly about how their children are progressing• inform students, parents/carers about what the teachers aim to teach the students each term• teach effectively and to set the highest standards in work and behaviour• take reasonable steps to ensure the safety. happiness and self-confidence of all students• be open and welcoming at all reasonable times and offer opportunities for parents/carers to

become involved in the school community• clearly articulate the school’s expectations regarding the responsible behaviour plan for students

and the school’s dress code policy• ensure that the parent/carer is aware of the school’s record-keeping policy including the creation

of a transfer note should the student enrol at another school• set and monitor homework regularly in keeping with the school’s homework policy• contact parents/carers as soon as is possible if the school is concerned about the child’s school

work, behaviour, attendance or punctuality• deal with complaints in an open, fair and transparent manner• consult parents/carer on any major issues affecting students• treat students and parents/carers with respect and tolerance

SEPARATED FAMILIES & SHARED CUSTODY ARRANGEMENTSThere is no way to record two residential addresses for a student on Education Queensland’s database, OneSchool. (e.g., when a student lives 50% of the time with Mum and 50% with Dad). In this situation, the only option is to identify ONE of the parents as being the residential parent. This parent will share the same address as the student. The other parent will be recorded as a non-residential parent and their residential address will be recorded as part of the parent’s record. Please note any such custody arrangements are to be recorded on the Enrolment Agreement Form so that a relevant notation may be made on the student’s file and in One School.


ATTENDANCE POLICYResearch shows that consistent attendance at school is a significant factor in higher student achievement. Attending school every day helps children to build social and emotional skills such as communication, teamwork and resilience. Academically, new concepts and skills are taught and reinforced each day and if a student misses the introduction or the reinforcement of these concepts and skills, they are likely to have gaps in their learning.

In Queensland, the law requires parents/carers to ensure their compulsory school age child is enrolled at school, and attends school for the educational program on every school day. It is compulsory for young people to remain at school until they finish Year 10 or turn 16, whichever comes first. Post-compulsory students, a student who has turned 16 or completed Year 10, whose attendance is unacceptable will be required to show cause as to why their enrolment should remain effective.

Useful resources for parents/carers include the following departmental documents, which can be found online:

• Managing Student Absence and Enforcing Enrolment and Attendance at State Schools• Every Day Counts

At Pine Rivers SHS, we believe regular attendance is essential in order to maximise learning and ultimately improve student achievement. We have linked processes for notification and documentation of absences to workplace requirements in an effort to better prepare students for the workforce and to improve work ethic. Students who meet this level of attendance will be recognised in various ways as appropriate at the time. Students who have serious illnesses must have medical documentation to support extended absence.

It is important that students, staff and parents/carers have a shared understanding of the importance of attending school. Pine Rivers SHS:

• believes school attendance is the responsibility of everyone in the community;• is committed to promoting the key messages of Every Day Counts through the mantra of “it is not

okay to be away”;• believes all children should be enrolled at school and attend their education program all day, every

school day;• believes truanting can place a student in unsafe situations and impact on their future

employability and life choices; and• monitors, communicates and implements strategies to improve regular school attendance.

RIGHTS AND RESPONSIBILITIES

THE SCHOOL• Regularly inform students, staff and parents/carers of the Pine Rivers SHS Attendance Policy

(including procedures for late arrival, early departure, truanting and missed assessment due to absence) and make this publicly available through the school’s website, newsletters, student diary and enrolment processes.

• Monitor attendance daily through the marking of the official roll at the beginning of the day and by class teachers in each lesson.

• Notify parents/carers of unexplained absence, requesting a satisfactory explanation.• Provide students with school work when they are absent for legitimate extended periods of time.• Offer support when school attendance becomes a concern.• Follow the formal processes and notify relevant authorities if non-attendance persists

STUDENTS• Attend all aspects of their education program, on time and with the necessary equipment. • Report to the office if arriving to school late, or leaving early, and provide a note from parents/

carers. The note should clearly identify the student using given name, surname, date and clearly explain the reason for the late arrival / early departure.

• Make up missed class time with the teacher of the class.• Never leave the school during school hours without permission from parents/carers and the

school and without getting the appropriate leave pass from the office.• Discuss attendance with the Form teacher, the Attendance Officer, Head of Year or Deputy

Principal if there are issues or concerns.• Ensure absence records are accurate and all absences have been explained by parents/carers.

In order to be eligible for the Queensland Certificate of Education, students in Years 11-12 must comply


with all attendance requirements. Medical Certificates are required for absences in excess of three consecutive school days or if assessment is due during the period of absence. One of the criteria for eligibility to attend the formal is a satisfactory attendance record.

Youth Allowance recipients are under specific scrutiny for attendance, including partial, and full day absences. It is the responsibility of all students on Youth Allowance to ensure that absences are satisfactorily explained IN WRITING.

ABSTUDY recipients are required to maintain an 85% attendance record.

PARENTS/CARERS

Parents/carers need to work with the school to ensure that absenteeism is minimal. If your child is avoiding coming to school, is missing school for particular reasons, or is missing school without your knowledge and permission, contact the school immediately for assistance and support.

• Ensure your child attends their education program on every school day unless there is a reasonable excuse.

• Advise the school, preferably in writing, of the reason for any absences. This should be preferably before or on the date of absence, but within two days of the student’s return to school. Supply any relevant documentation such as medical certificates. Please note acceptable reasons for absences below.

• Apply for an exemption if your child will be absent for more than 10 consecutive days (form available on the website).

• Engage regularly with school staff (every 3 days) for extended periods of absence and notify the school of extenuating circumstances.

• Advise the school of any change of address or phone number to ensure school records are accurate. Parents/carers with mobile phones registered with the school will receive a text message each day if their student/s are absent.

• Contact the school prior to any planned absence. • Contact the Deputy Principal if your child’s absence is to be for an extended period of time and

request school work. Completion of an exemption form may be necessary.• Contact the Head of Year Level Coordinator, Deputy Principal or Guidance Officer if your child is

refusing to attend, or avoiding, school. • Initiate or attend meetings to seek support and discuss your child’s attendance or participation in

their educational program. Engaging with external service providers may be possible or necessary. о NOTE: Parents/carers are requested to keep medical and dental appointments outside school

hours where possible.

ATTENDANCE PROCEDURES• Attendance is recorded in each lesson and is first taken during Form each morning. Students need

to allow enough travel time to ensure that they are at Form class on time for the formal roll mark each day. Students who are repeatedly late to Form will be referred to the Year Level Coordinator or Deputy Principal. Teachers will only mark a student as present if they are physically present in the classroom.

• Form teachers follow up and ensure that absences are explained. Students with unexplained absences will be issued with an Absence Explanation Form (appendix 1) to assist parents/carers in ensuring that all absences are explained.

• Parents/carers of students with an unexplained absence/s that occurred more than 2 weeks prior or with patterns of absenteeism or truancy will be contacted by phone by the Year Level Coordinator or Deputy Principal and may be required to attend an interview.

• Students who are truant from school may be required to complete a truancy program through the Student Support Centre.

• Punctuality is reinforced by students having to make up time lost due to late arrival to school or class. This applies to all timetabled sessions.

• If there are ongoing concerns with attendance and unauthorised absence, a letter may be sent to the parent/carer outlining these concerns. Parents/carers will be required to meet with the Deputy Principal to support a resolution to any issues.

• For students of compulsory schooling age: о If the student is still not attending regularly after three weeks (15 school days) from the issue

of the first letter, the Principal or their delegate will send by registered post a Notice (Form 4 – Failure to attend (s.178 (2)) outlining parents’/carers’ legal obligation and inviting them to attend a further meeting to discuss the situation again.


о If after sending the Notice (Form 4): о a meeting occurred with the parents/carers, but there is no change in circumstances

within two weeks (5 school days) of this meeting, or о a meeting did not occur with the parents/carers, and there is no change in circumstances

within two weeks (5 school days) of sending the Notice (Form 4) • An authorised officer at the school will send by registered post a Warning Notice (Form 5 – Failure

to attend (s178(4)) advising parents/carers of their legal obligations and offering a meeting to discuss support available to address failure to attend.

Consequences of not complying with the Warning Notice (Form 5) might include, but are not limited to:• detentions to complete work that has been missed• ongoing meetings with student and parents/carers• meetings with relevant support staff or outside agencies• commencement of processes associated with the enforcement of compulsory school and

compulsory participation through a Recommendation to Prosecute (Form 6)• community service• suspension For students who are in the post compulsory participation phase (have turned 16 or completed Year 10), unacceptable attendance will result in the student being required to show cause as to why their enrolment should remain effective and subsequent possible cancellation of the student’s enrolment.

Acceptable reasons for absence as classified by Education Queensland: • Personal illness/injury (eg genuine illness, significant injury)• Bereavement (eg death/funeral of family member or extended family member)• Inability to attend (eg floods, bush fires, road cut, transport strikes etc)• School, Metropolitan, Regional or State school sport• State, National and International non-school sport• Changed family circumstances (e.g. severe family illness requiring hospitalisation)• Attendance at legal proceedings

Unacceptable reasons for absence include but are not limited to:• Personal Appointments e.g. hair appointments • driving lessons or test, or celebration of own or others Birthday• shopping trips to the city• family gatherings• holidays

APPLICATION FOR EXEMPTION FOR A CHILD OR YOUNG PERSON ENROLLED IN A QUEENSLAND STATE SCHOOLPrivacy Notice

The Department of Education, Training and Employment collects information to determine if a student is entitled to an exemption from compulsory schooling or an exemption from compulsory participation. This collection is authorised by s.186 and s.245 of the Education (General Provisions) Act 2006. Information may also be disclosed to third parties as required or authorised by law.

THESE FORMS ARE AVAILABLE FROM THE SCHOOL OFFICE

Completed application forms and any attachments are to be returned to the Principal for consideration and approval. Written notification of the decision regarding this application will be sent to the parent/carer.

COMPLAINTS MANAGEMENTAt this school, we encourage students and parents/caregivers to raise concerns that they have promptly with the person concerned.

Issues related to teaching and learning should be raised with the relevant subject teacher or with the Head of Department for that subject area.

Concerns related to financial matters should be referred to the Business Services Manager.

General concerns related to school policy or general procedures should be referred to the relevant Year Level Coordinator or Deputy Principal.


Matters of a serious nature may also be referred to the Principal when it is not considered appropriate to make contact with an alternative staff member or when there are implications for the whole school.

DUTY OF CARE / ACCIDENT INSURANCEPhysical activity and physical education, particularly contact sports, carry inherent risks of injury.

Parents/carers are advised that Pine Rivers SHS, acting within the Department of Education, Training and Employment, does not have Personal Accident Insurance cover for students.

Education Queensland has public liability cover for all approved school activities and provides compensation for students injured at school only when the Department is negligent. If this is not the case, then all costs associated with the injury are the responsibility of the parent or caregiver.

It is a personal decision for parents/carers as to the type and level of private insurance they arrange to cover students for any accidental injury that may occur.

PINE RIVERS SHS BRING YOUR OWN DEVICE (BYOD) USER AGREEMENTPine Rivers SHS has a Bring Your Own Device (BYOD) program for all students. For the BYOD program to successfully support teaching and learning in the Pine Rivers context, it is important that parents /carers and students agree to the following conditions:

• That only a device that meets the minimum specifications as outlined on the school website is permitted to be used at Pine Rivers State High. These minimum specifications have been established as they are the most suitable for the Pine Rivers SHS teaching and learning environment.

• That all damages, breakages, loss and theft are the responsibility of the owner of the device. Parents are encouraged to take out appropriate insurance for the device. Any damage, breakages, loss and theft should be reported to the school. Parents are encouraged to purchase a protective case for their students’ device.

• That the device while in the school is used for appropriate educational activities at the discretion of the teacher.

See Pine Rivers SHS Personal Technology Devices Policy, in particular note:• Teachers can at their discretion temporarily confiscate the device from the students and require

them to hand them in at the office where they will be securely stored.• Parents may retrieve the device at any time during office hours. Students will have access the next

school day. о At the discretion of the Principal, DP or HOD IT the school may apply an extended ban to the

use of the device at school. о At the discretion of the Principal the student may be banned permanently for confirmed

inappropriate use of the device or for such use that brings the school into disrepute.• That if the device has cellular capabilities parents retain responsibility for how the device is used.

Parents are advised to remove the sim card to disable cellular capabilities during the school day.• Parents/Carers and students must present the BYOD and access passwords to the Principal,

Deputy Principal or HOD IT when instructed to facilitate investigation of any alleged, or otherwise, misuse of the BYOD in the school environment.

• Parents/carers that do not agree to this user agreement will not be able to bring a device to school for use in the Pine Rivers SHS BYOD program.

• Students must ensure that the device is stored securely while not in use at school.

STUDENT LEARNING EXPECTATIONS FOR BYODAll students using laptops to support their learning at Pine Rivers SHS are required to comply with the following expectations regarding their use. Students not meeting these expectations will be dealt with according to the School’s Responsible Behaviour Plan. Minimum specifications for laptops are outlined on the school website: www.pineriversshs.eq.edu.au.

DURING LESSONS• Your laptop is a teaching and learning tool. To make the most of learning time, the following routines

for the use of your device have been developed.• Wait to use your laptop until your teacher instructs you to do so. Your teacher may require you to


turn your screen off, or direct it away from you when instructions are being given.• Using your device to communicate with other students, using your device, during learning time is not

permitted unless under direct instruction from your teacher• Projecting your own device onto a teacher's laptop or projector may only occur after direct teacher

instruction to do so• Your device cannot be used during exams unless you are otherwise instructed• Students are not permitted to take a photo of any assessment task sheet or exam without approval • You are not permitted to touch or use other student's laptops.

COMMUNICATING WITH OTHERS• Respectful communication conventions should be used at all times, either on the BYOD or when

using other communication methods. • Students have been supplied with an EQ email address. This must be the only email used between

students, teachers and other students when communicating or transferring files.• Email or other forms of communication may only be used during class time when directly instructed

by a Teacher.

USE IN AND AROUND THE SCHOOL• As learners we must ensure our ICT equipment is functional and in good working order. Devices

should be used for educational purposes.• The use of camera and video devices is only permitted under teacher direction. • Ensure your devices are fully charged before school and have enough battery life for all class

periods to complete required work. Bring your charger as a back up.• Laptops should be stored in school bags when moving between classes or around the school. Do

not leave your laptop unattended or out of sight. • Food and drinks should be kept away from ICT equipment. • Your device is for your use only. Do not share it with others. The school is not responsible for loss

or damage. • Regularly check that all lCT equipment, including USBs and home devices are tested for viruses

and other threats.

CYBER SAFETY AND SECURITY• Ensure your cyber safety by keeping your personal details, including username, password, address

or phone number private. • Your account details need to be kept private. It is not appropriate to share your username and

password with another student for their use. • In line with cyber safety guidelines ensure you do not store, send or upload photos of yourself.

other students, teachers or visitors to the school under any circumstances. • Social media (eg. Facebook, Ask FM, lnstagram, Twitter, Snap Chat etc) are not to be accessed

during school time. • All activities on the school network, including internet history, may be stored, accessed and

monitored by authorized EQ staff to determine your compliance with this agreement. • Hacking or attempting to hack the network and other accounts or bypassing network security or

filtering are seriously inappropriate uses of ICT equipment and will incur consequences. • Downloads of large files, videos or images through the school network will affect The use of the

network for others. Internet download limits may be put in place by the school • The publishing of inappropriate, derogatory or abusive material about staff, students or the school

in any public or school domain including the internet is a breach of the school’s behaviour plan for students

• The viewing, scanning, storing, transmitting, forwarding, printing, playing etc. of inappropriate images, video, audio or email is strictly prohibited. This applies to anything that could cause offence to others and anything that is disruptive to an activity

PERSONAL TECHNOLOGY DEVICES POLICYTHE USE OF PERSONAL TECHNOLOGY DEVICES

• We have an acceptable use policy for all ICT devices.• Students may use devices (such as BYOD laptops or mobile phones) for learning, under the

direction of their teacher. • Student devices may be confiscated and handed in to the office if the policy is breached. • Headphones/earbuds may be used in classrooms with the permission of teachers. They may be

used during breaks only with BYOD devices in designated areas. Headphones must be stored out


of sight at all other times. • Students are not to use devices to threaten, bully or harass others. Students are not to take

photos of others or record other people’s voices on personal devices. Personal devices may be used to photograph work, but not people.

• Power cords are not to create tripping hazards. • Students are responsible for the protection and safety of their device. The school is not

responsible for loss or damage. Mobile Phone Policy• Students may still use their phones in class only with the permission of their teacher.• Before and after school and during lunch breaks, students may use their phone for private use

including:• Music (only with headphones)• Games (only with headphones)• Phone calls• Text Messages• NB Movement with earbuds may be a fafety risk

• Students who have a personal technology device confiscated: 1. 1st Offence: confiscated for the remainder of that day - to be delivered to the office. 2. 2nd Offence: confiscated for the remainder of that day - to be delivered to the office. To be

handed into the office by 8.30am for the duration of the following day. (Deputy Principal to check).

3. Further Offences: Meeting with the Deputy Principal and application of further consequences.Phones will be returned to students at the completion of the confiscation period.

PROVISION OF STUDENT DATA TO OUTSIDE SERVICESInformation and Communication Technologies (ICTs) are an integral component of schooling at Pine Rivers SHS. ICTs are used to support and enhance learning, improve parent/caregiver awareness of student absenteeism and to improve communication between the school and home.

The use of web-based educational resources has risen steadily over the last decade and are increasingly being used by teachers across Queensland to improve student learning outcomes.

Our school and teachers make decisions about the best technology to meet the needs of our students. Sometimes it is beneficial for students to utilise services provided by third party web-based providers.

Pine Rivers SHS wishes to utilise the third party web-based service provider/s listed below to aid students learning. For your student to use the service the teacher will need to register them as a user. Registering with these providers requires student personal information to be disclosed to the provider of the service. In the case of the services outlined below they are private companies that are hosted onshore in Australia and/or outside of Australia. Outside of Australia means that data that is entered to register for these sites will be stored on servers that are not based in Australia and therefore are not bound by Queensland’s privacy laws. Registration may include disclosing the following information about your student:

• Student Name & ID• Age & Year group• Class Teacher• Student email

We currently use the following outside services where limited student data may be provided.• Compass - Electronic roll marking• Microsoft Academy / Adobe Certification• Parent Teacher Online Booking System• ICAS - international Competitions• ACER - Pat M and Pat R Testing • EDMODO - connecting students, teachers and parents and allowing them to collaborate online• PREZI - presentation software and storytelling tool for presenting ideas digitally

Pine Rivers SHS reserves the right to purchase additional services or change a company providing the services whereby in order to provide the service the company requires some student data. In all cases where a company is engaged to provide a service to the school and that company requires student data to provide the service, Pine Rivers SHS will ensure that the company meets Education Queensland’s privacy plan.


CONSENT TO USE COPYRIGHT MATERIAL, IMAGE, RECORDING OR NAMEWHAT IS THIS CONSENT FOR?

This Consent Form authorises the Department and the State to use the Individual’s copyright material, image, recording and name, together with information about the Individual’s participation in Departmental and State initiatives, for any use by the Department and the State. The consent covers the entire or partial use of the Individual’s copyright material, image, recording, name and personal information in conjunction with other words and images.

For example, the completed material may appear in school newsletters, magazines. websites and other school, departmental or State publications, as well as in television advertising, videos, brochures, forms, public relations displays, annual reports, press advertising, internal documents such as manuals. websites, certificates, strategic plans, posters and promotional material. There may also be occasions on which the Department may approve the media, such as local newspapers and television, using information and material in relation to Individuals - for example, drama and musical performances, sports and prize giving.

The Department has specific policies and guidelines in relation to publication of student images on the Internet - such as the Web Publishing for Schools & Publishing Student and Staff Information on School Web Sites. These policies and guidelines may be viewed at www.education.qld.qov.au

WHAT IS COPYRIGHT MATERIAL?

An individual’s copyright material may include written work (e.g., stories and poems), paintings, pictures, drawings, designs, photographs, videos, films, music, performance, recordings, computer programs, websites, sculptures, fashion, metal- or wood-works made by them or to which they contributed.

In the case of students it includes, but is not limited to, work that they create in the course of their studies during the time they are enrolled at a State school. These materials may form part of their academic assessment or be part of their studies generally and may attract copyright.

The Department understands that students and volunteers generally own the intellectual property rights in the material they create and that this Consent Form is not meant to transfer those persons’ ownership, and that the Department and the State have permission to use the individual's material for the purposes mentioned.

This Consent Form does not provide for copyright consent in relation to copyright works an Individual creates in the course of employment (whether or not in normal work hours or using departmental facilities or equipment), as where copyright material is created by a State employee (teacher, teacher aide, school administrative staff, guidance officer and any other State employee) while performing their duties under the terms of their employment, the Copyright is owned by the State as the employer (section 35 Copyright Act 1968). There are limited exceptions to this where the employee has a prior agreement with the employer.

Generally, the deciding factor is whether the employee is performing their official duties. In addition, section 176 of the Copyright Act 1968 applies where the work was created by or under the direction or control of the State. However, moral rights may still apply to copyright material created by an employee. The Queensland Public Sector Intellectual Property Guidelines provide further information on intellectual property. If as an employee you have any further queries about the ownership of the intellectual property in respect of the works you create you should contact the Legal and Administrative Law Branch.

WHAT IS AN IMAGE OR RECORDING?

In this Consent Form, an image or recording includes photographs, videos, films, or sound recordings of the individual.

WHAT IS PERSONAL INFORMATION?

Personal information includes information or opinions, whether true or not, about an individual whose identity is apparent or can reasonably be ascertained from the information or opinion. This includes any personal information in the individual’s name, recording or image or individual work, educational information such as the individual’s assessment and results, and health information and court orders provided to the Department.


WHY IS A SCHEDULE USED?

A Schedule may be attached to this Consent Form describing a specific use of the individual’s copyright material, image, name or recording, either because it falls outside the purposes listed in Section 2 or to confirm the consent in this form.

WHAT HAPPENS TO THE CONSENT FORM ONCE IT IS COMPLETED AND SIGNED?

The Consent Form is retained by the Department and it will be placed on the individual’s file and or the project file. The individual or signatory may request a copy of the signed form by, in the case of students and volunteers, contacting the Principal of the school, and in the case of employees, sending a request in writing through the District Office.

WHAT IF I GIVE MY CONSENT AND LATER CHANGE MY MIND?

The consent will be in effect for the period described in Section 3 of the Consent Form. The consent can be modified or withdrawn at any time by writing to the Principal of the school, or, in the case of employees, writing to the District Office. However, any changes will apply only from the date that the Department receives any consent withdrawal. Any existing material will not be withdrawn from use if the Department or the State is currently using the material or where the Department or the State has entered into contractual obligations in relation to this material. In such cases the withdrawal will be effective after the Department or the State’s use is complete or after the contractual obligations come to an end.

PRIVACY

Your consent to the use of the individual’s personal information is required in accordance with the Queensland Government’s Information Standard 42: Information Privacy and laws including section 426 of the Education (General Provisions) Act 2006. These laws and the information privacy principles contained within Information Standard 42 govern the collection, use, storage, security, and disclosure of personal information (information or an opinion, whether true or not, about an individual whose identity is apparent or can reasonably be ascertained from the information or opinion). You may obtain a copy of Information Standard 42: Information Privacy from the Principal of the school, from the Department, or from the Queensland Government Chief Information Office (at http://www.qgcio.qld.gov.au/02_infostand/standards.htm). The Department of Education and Training provides detailed information about the types of information collected and its use. If you have any queries about Education Queensland’s Privacy Plan and/or our privacy and security practices please forward an email to [email protected].

STUDENT RESOURCE SCHEMEPine Rivers SHS has a Student Resource Scheme. This scheme provides students with the majority of key resources through one manageable process and combines an annual parent/carer contribution fee together with the Government Textbook Allowance.

By paying the Contribution Fee your child will receive a range of materials including:• All the resources, hard copy text books and materials required for English, Mathematics, Science,

Business Studies, Humanities, German, HPE• Other resources and services including:

о Student diary, ID card, printing and reprographics о Access to the school network, WiFi and software: Microsoft Office, Adobe Master Collection о Classroom consumables о Common and specialised consumables for Design Technology, Visual Arts, etc.

What the scheme does not provide:• Calculator for mathematics• Laptop• Student stationery• Uniforms• Additional extra-curricula activities such as camps, excursions, inter-school sport and other

sporting events • Additional fees for specialised subjects and hire of instruments

Contact the office for more details on the scheme and to discuss payment plans if you are experiencing financial hardship.


All students participating in the Student Resource Scheme must comply with the following conditions:1. A signed Participation Agreement form must be returned for each student before textbooks and

resources can be issued. Resources cannot be collected during class time, but in student’s own time, unless with the written request of subject teacher.

2. Name and Form Class should be written immediately in the space provided at the front of each textbook.

3. Any textbook damaged in any way while in possession of a student, in particular MILDEWED OR TORN, will be repaired or replaced by the school at cost to the student. Any book needing repair or other attention should be returned to the Textbook Hire Centre immediately.

4. The condition of each textbook has been recorded prior to issue. It is the student’s responsibility to take care of the book and to return it in a similar condition to issue.

5. DO NOT WRITE OR DRAW IN TEXTBOOKS.6. Because the books are recorded in the student’s name when issued, they should not be left in the

classroom or lent to another student at any time. Books and resources left in classrooms by personal choice or at the invitation of teachers, or those loaned to or borrowed from other students, remain the responsibility of the student who originally accepted these issues, and any loss or damage must be paid for by that student.

7. EXCEPTION: Multiple Source Books for Junior Science are used in the classroom. Students can borrow these source books from the Science Staffroom upon presentation of their ID cards.

8. Books are NOT to be handed to teachers for return to the Textbook Hire Centre or for re-issue to other students. They are to be returned to the Centre by the original student. Returning resources by the due date or when permanently leaving the school remains the responsibility of the student, even when stored in classrooms for any reason. Book numbers are retained against student’s name until returned.

9. Novels and plays must be returned at the end of specific units following completion of assignments as these books are re-assigned to other students immediately.

10. Textbooks not returned within two weeks of the due date (either at the end of a unit or when leaving during or at the end of a school year) will be regarded as missing and students will be invoiced the cost of replacement. This cost will be credited when books are returned.

11. Any textbooks lost or stolen are to be reported to the Textbook Hire Centre immediately. A second book cannot be issued until replacement cost has been received from the student. If a lost book is found and returned in perfect condition, the money will be refunded.

12. Individual students may collect or return books in first or second lunch breaks, or at other times during operating hours with written approval of the teacher.

13. When necessary, teachers will arrange for classes to collect or return textbooks at times convenient to both teacher and Convenor.

14. Normal operating hours for the Textbook Hire Centre are from 8.30 am to 2.00 pm Monday to Wednesday. (CLOSED on Thursday and Friday).


ASSESSMENT POLICYDEFINITIONS

Assessment is the purposeful, systematic and ongoing collection of information as evidence for making judgments about student learning and achievement. Assessment information is also used to inform and support decisions to improve student learning.

Feedback is information and advice about aspects of performance. It is used to inform future teaching and learning and to improve learning through highlighting areas of strength and weakness. Effective feedback is timely, ongoing, instructive and purposeful.

Plagiarism is the act of copying another person’s work, in whole or part, and passing it off as one’s own. This includes copying from websites, books, journals, newspapers and other students (past or present). If passages are copied and a few words changed, this also constitutes plagiarism as the ideas, language and structure are not those of the student. Plagiarism is considered to be academic dishonesty and is a serious offence in all institutions of learning and / or publication. Assessment which is set as an individual task but has been willingly shared or given to another student in order to assist that student is also considered to be academic dishonesty.

SCOPE

This policy refers to formal assessment, i.e. significant pieces of assessment for which assessment task and criteria sheets are supplied, class time is allocated to allow teachers to monitor progress (check points), and for which a due date is established for the task.

RESPONSIBILITIES

Students1. All students should complete all assessment items and meet all deadlines. If a student fails to

complete all assessment items a judgment of “not yet competent” will be made in VET subjects, and non-completion of the course recorded in other subjects.

2. All scripts and supporting materials for multimodal and spoken tasks must be submitted on the due date, which is the first day of the period of time allocated for presentations.

3. Work which is found to be plagiarised is considered to be academic dishonesty. The work will not be accepted, the offence will be recorded on OneSchool, and the student will be referred to the HoD or Principal for disciplinary action. Furthermore, assessment which is set as an individual task but has been willingly shared or given to another student in order to assist that student is also considered to be academic dishonesty. The offence will be recorded on OneSchool and all students involved will be referred to the HoD or Principal for disciplinary action.

4. Students of VET subjects must satisfy the requirements of the AQTF Training Package by submitting the required competency assessment items. Failure to meet training package requirements may result in “not yet competent” being recorded for a subject.

5. If a student is not able to meet a due date for a piece of assessment an extension may be granted on or before the due date only by the relevant HoD (or person nominated by the HoD). Classroom Teachers may not grant individual extensions.

6. All assessment pieces must be submitted or completed on the due date, as stated on the assessment task sheet, unless an extension has been granted. If a student has not completed an assessment item by the due date, and an extension has not been granted, an opportunity will be given on the day the assessment is due to demonstrate what they know and can do, in response to the task and the assessment criteria. Earlier drafts, research notes and other relevant information may be used in this process. Issues with technology will NOT be accepted as a reason for extension or non-submission.

7. If a student is absent on the assessment due date, or the day of an examination, the following applies:

8. Students must make contact with their teacher or the relevant HoD and negotiate an alternative arrangement.

9. Work should be sent to school as early as possible on the due date either by delivery, fax or email* or an application for an extension should be sought from the HoD. In cases of extension requests based on a medical condition, a doctor’s certificate must be supplied.

10. In exceptional circumstances students may apply to the HoD for an extension after the due date.

11. Students in VET subjects must negotiate another opportunity to prove competence. The conditions and timing of subsequent assessment opportunities must be suitable to all parties.

12. Students who are repeatedly absent on due dates will be referred to the Principal through


normal behaviour management processes.13. Summative assessment in non-VET subjects will be marked and commented upon and credited

towards the completion of the course. However, the result recorded will be based on the evidence present on the due date. Earlier drafts, research notes and other relevant information may be used in this process.

* when making contact through email, students must use the email address provided by the school. This will also provide evidence of the work being sent.

TEACHERS• At the commencement of VET subjects, students must be informed of the requirements of the AQTF

Training Package, including their rights relating to credit transfer and recognition of prior learning• All students must be provided with an assessment task and criteria sheet, and the date the task is

given should be recorded as evidence.• Where students are granted special consideration or reasonable adjustments, alternative assessment

tasks or amended conditions must be provided and recorded.• Work which is found to be plagiarised will not be accepted and will be referred immediately to the

HoD. Teachers will record the offence in OneSchool, and parents will be notified by letter.• If a student has not completed an assessment item by the due date, and an extension has not been

granted, they should be given an opportunity on the day the assessment is due to demonstrate what they know and can do, in response to the task and the assessment criteria. Earlier drafts, research notes and other relevant information may be used in this process. The achievement rating awarded will be based on this submitted response.

• If summative assessment is submitted after the due date without an extension being granted, it will be marked and commented upon and credited towards the completion of the course. However, the result recorded will be based only on the evidence present on the due date. Earlier drafts, research notes and other relevant information may be used in this process.

• If a student fails to complete all assessment items a judgment of “not yet competent” will be recorded in VET subjects, and non-completion of the course recorded in other subjects.

• All incidents of extension requests, late submission, poor effort as a result of non-completion, or absence on due dates must be recorded on OneSchool and referred on according to the school’s behaviour management policy. Teachers should notify parents when students’ performance, work ethic or achievement indicates they are at risk of not passing the course.

• All assessment work must be marked and returned to students with appropriate, written individual feedback within two working weeks, unless otherwise negotiated with the HoD.

• Cross-marking and internal moderation processes should not delay the return of student work.• Student results should be recorded in accordance with faculty requirements before work is returned.

Records of student achievement must be kept up-to-date, complete, accurate and accessible.• Comprehensive and specific feedback that highlights areas of strength and weakness, for both the

class and individuals, should be given on the return of work. • Opportunities should also be given for students to provide feedback to teachers on their

performance and on the teaching and learning process.• Students have the right to seek clarification or verification of achievements awarded from the

subject teacher. Further discussions should be referred to the faculty HoD.

PARENTS/CAREGIVERSParents and caregivers should support their children through:

• showing interest in their children’s learning and actively supporting the school’s Assessment Policy,• monitoring their children’s academic progress and providing support and encouragement to help

their children achieve to their potential,• communicating with teachers if there are exceptional circumstances affecting the completion of

assessment tasks,• providing evidence (eg medical certificates) for applications for extensions or special

consideration.

THE PRINCIPAL The Principal reserves the right to make final determinations on all matters regarding the conditions of assessment, the implementation of special consideration and the awarding of student results on a case by case basis.


RESPONSIBLE BEHAVIOUR PLANPURPOSE

Our school vision is ‘Informed citizens building harmonious communities’ and improving student learning is our main goal. We educate the whole student, including academic, emotional and social development, in partnership with parents and caregivers, to ensure that all students leave school with the 21st century skills necessary to successfully contribute to the wider world.

Each member of the Pine Rivers High School community has a role to play in a whole school approach to promote the best possible climate for learning, teaching, individual self-development and self-responsibility. To ensure positive relationships between all members of the school community and to maximise the effective learning of students, it is important that everyone understands and enacts our Responsible Behaviour Plan. Our rules and procedures are organised around the School Code of Respect, Pride, Effort and Safety. Compliance with these rules will ensure that everyone enjoys the right to learn in a harmonious, safe and supportive environment.

Everyone at Pine Rivers SHS is expected to take responsibility for his or her own behaviour. Help is available for those who need support with this. We encourage you to read carefully and become familiar with the contents of the plan, including identifying those who can assist. School is a place for learning and learning how to conduct oneself and interact with others in a respectful manner is vital for success at school and in the future.

CONSULTATION AND DATA REVIEW

It is important that everyone understands that our Responsible Behaviour Plan involves a whole school approach, with our rules and procedures organised around the School Code of Respect, Pride, Effort and Safety.

Pine Rivers SHS developed this plan in collaboration with the wider school community. The school has a process of continuous review of its Responsible Behaviour Plan through the Behaviour Support Committee, the student welfare team and the Leadership team in consultation with the P&C. Pine Rivers SHS also conducts surveys of parent/caregivers, students and staff. The data collected from these surveys is used to inform our policy development to ensure our Responsible Behaviour Plan reflects the values and requirements of our school community.

In formulating and implementing this plan, the school continuously reviews data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents. Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

This Responsible Behaviour Plan was endorsed in 2016 by the current Principal, the President of the P&C/Chair of the School Council. It will be reviewed in accordance with the timelines outlined within legislation.

LEARNING AND BEHAVIOUR STATEMENT

All areas of Pine Rivers SHS are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. We are committed to providing a caring and harmonious environment, where students are offered opportunities to set and attain goals of mutual respect and courtesy in all personal dealings. We especially stress respect for self, for others and for the community.

Our Responsible Behaviour Plan outlines our system for promoting positive behaviours, limiting problem behaviour and responding to unacceptable behaviours. Through our school plan, shared expectations of student behaviour are plain to everyone, assisting Pine Rivers SHS 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.

PROCESSES FOR FACILITATING STANDARDS OF POSITIVE BEHAVIOUR AND RESPONDING TO UNACCEPTABLE BEHAVIOUR

Universal Behaviour Support

The Pine Rivers SHS community incorporates all those associated with the school, including students, teachers, parents, caregivers, ancillary staff, support personnel and regular visitors. Each member of the Pine Rivers SHS community has a role to play in a whole school approach to promote the best possible climate for learning, teaching, individual self-development and self-responsibility.


To ensure the safety of all members of the school community, and to maximise the effective learning of students, it is expected that all students comply with the school rules which are organised around the school Code of Respect, Pride, Effort and Safety. To ensure the safety of all members of the school community, and to maximise the effective learning of students, it is expected that all students comply with the school rules. Posters displaying these rules can be found in all classrooms.

All members of the Pine Rivers SHS community are to:• be respected and valued with their diverse needs addressed• be treated equally, regardless of belief, gender, age, race, disability or socio-economic status• enjoy a supportive school environment• have a safe environment in which opportunities exist to experience, learn and model appropriate

behaviour

Expectations and Rights of Community Members

Students are expected to:• participate actively in the school’s education programs• take responsibility for their behaviour and learning• demonstrate respect for themselves, other members of the school community and the school

environment• behave in a manner that respects the rights of others, including the right to learn• cooperate with all staff and others in authority

Students have the right to:• be treated fairly• learn in a safe, supportive and clean environment• enjoy the privileges of access to all the school’s resources

Parents and caregivers are expected to:• show an active interest in their child’s schooling and progress• cooperate with the school to achieve the best outcomes for their child• support Pine Rivers SHS staff in maintaining a safe and respectful learning environment for all

students• initiate and maintain constructive communication and relationships with staff regarding their

child’s learning, well-being and behaviour• contribute positively to behaviour support plans that concern their child

Parents and caregivers have a right to:• know their child is receiving a quality education in a safe and supportive environment• fair and natural justice for their child• request and obtain information regarding their child’s schooling, behaviour, progress and

achievements

Pine Rivers SHS is expected to:• provide safe and supportive learning environments• provide inclusive, engaging curriculum and teaching• initiate and maintain constructive communication and relationships with students and parents/

caregivers• teach and promote the skills of responsible self-management

Pine Rivers SHS Staff members are expected to:• demonstrate integrity in everything they do• model active citizenship• display care, compassion, understanding, tolerance, inclusion and respect for others• provide a stimulating learning environment• be honest and trustworthy• be respectful of their colleagues and work consistently to apply the school’s policies and

procedures

Pine Rivers SHS Principal is expected to:• play a strong leadership role in implementing and communicating the school’s Code to the school

community• ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan• communicate high expectations for individual achievement and behaviour• review and monitor the effectiveness of school practices and their impact on student learning


• support staff in ensuring compliance with the school’s Code• facilitate professional development to improve the skills of staff in promoting responsible

behaviour

Pine Rivers SHS Staff have the right to:• be treated as professionals• feel supported and have their concerns heard• work in a safe, supportive and clean environment• teach in a safe, calm and disciplined classroom environment• teach their approved curriculum free of disruptive student behaviour• enjoy a workplace that is free from unnecessary interference or harassment• be treated respectfully by parents, students and colleagues

Maintaining the supportive culture within the school is the responsibility of all members of the Pine Rivers SHS community. People who support this include:

• Students• Support Centre Staff• Parents and Caregivers• Senior Guidance Officer• Teachers• School Chaplain• Support Staff• School Based Police Officer• Heads of Department• School Based Youth Health Nurse• Administration Staff• Youth Support Coordinator• Guidance Officer• Advisory Visiting Teachers

External support is also available through the following government and community agencies:• Disability Services Queensland• Child and Youth Mental Health• Queensland Health• Department of Communities (Child Safety Services)• Police• Local Council• Neighbourhood Centre

A range of supportive programs are implemented as needed to support individual students. Examples include:

• Rock and Water• RAGE (Re-Negotiating Angry and Guilty Emotions)• Girls Groups• Men Emerging• Model Making

ESSENTIAL SKILLS FOR CLASSROOM MANAGEMENT

Excellent teachers model our expectations of Respect, Pride, Effort and Safety at all times. Firm, fair and consistent practices are the keys to building effective relationships. Excellent teachers at Pine Rivers SHS embed the Essential Skills for Classroom Management (ESCM) in their daily practice to create positive and supportive learning environments.

Excellent teachers encourage positive student behaviour by focussing on the desirable actions of the student rather than the negative behaviours of the individual. The school is committed to working with students in both proactive and reactive ways to assist them to maximise their individual learning outcomes and ultimately to help them develop into good, productive citizens in the wider community.

These school rules and other parts of this Plan, including the “Whole School Approach to Harassment and Bullying”, apply at school, during movements to and from school and at other times when the good name of the school and/or the emotional or physical health of members of the school community are affected.


Pine Rivers SHS encourages all teachers to implement the Essential Skills of Classroom Management. The core elements that allow for successful learning are:

• teachers setting clear expectations,• acknowledging appropriate behaviour, and• timely correction of inappropriate behaviour.

The Essential Skills of Classroom Management include:• Establishing expectations• Descriptive encouraging• Giving instructions• Selective attending• Waiting and scanning• Redirecting to the learning• Cueing with parallel acknowledgment• Giving a choice• Body language encouraging• Following through

RECOGNITION FOR APPROPRIATE BEHAVIOUR

Pine Rivers SHS employs a variety of methods to acknowledge, reward and encourage appropriate behaviour and achievement. These range from in-class actions by teachers through to school-wide initiatives. Some of these include:

• Principal’s Morning Teas which acknowledge students who consistently show good behaviour and industry across all classes

• formal Excellence, Merit and Achievement Awards presented on school assemblies• positive postcards (academic and/or behaviour focused) which are sent home by teachers• positive phone calls which can be made by teachers• GOLD CARD initiative where local businesses provide discounts for students who display excellent

Effort and Behaviour each semester• a variety of other teacher-specific methods such as stamps, stickers and comments on students’

work.


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r you

r foo

d w

ith y

our

own

mon

ey/c

ard

W

ait y

our t

urn

Al

way

s us

e m

anne

rs

Al

low

oth

ers

to e

at in

pea

ce

Fo

llow

the

dire

ctio

ns o

f te

ache

rs o

n pl

aygr

ound

dut

y

En

cour

age

fair

play

Be

tole

rant

and

pat

ient

U

se s

choo

l fac

ilitie

s an

d am

eniti

es in

an

appr

opria

te

man

ner

R

espe

ct p

erso

nal

boun

darie

s

U

se p

ositi

ve a

nd p

olite

la

ngua

ge

M

ake

room

for o

ther

s

Be

con

side

rate

of o

ther

s

C

are

for t

he e

nviro

nmen

t

R

espe

ct o

ther

s’ b

elon

ging

s

Sh

ow re

spec

t, co

urte

sy a

nd

man

ners

to c

omm

unity

m

embe

rs a

nd re

spec

t the

ir pr

oper

ty

Sh

ow s

ensi

tivity

to th

e ne

eds

and

feel

ings

of o

ther

s

Fo

llow

teac

her i

nstru

ctio

ns

at a

ll tim

es

Pride

Al

way

s w

ear u

nifo

rm a

nd

hat c

orre

ctly

Ai

m fo

r 100

% a

ttend

ance

Be

have

so

you,

you

r sch

ool

and

your

fam

ily a

re p

roud

of

your

act

ions

Pr

otec

t and

car

e fo

r you

r ow

n an

d th

e sc

hool

’s

belo

ngin

gs

Al

way

s pl

ace

litte

r in

the

bin

W

ear c

orre

ct u

nifo

rm

Be

have

in a

dig

nifie

d m

anne

r

Sh

ow s

elf-d

isci

plin

e an

d si

t qu

ietly

Ke

ep th

e tu

cksh

op a

rea

clea

n an

d tid

y

Assi

st p

eers

to e

nsur

e sc

hool

gro

unds

are

cle

an

and

tidy

Pl

ace

all r

ubbi

sh in

the

prov

ided

bin

s

Be

pro

ud o

f the

are

a yo

u si

t in

Sh

ow p

ride

in o

ur s

choo

l an

d re

pres

ent i

t pos

itive

ly

Be

a g

ood

amba

ssad

or fo

r th

e sc

hool

Al

way

s w

ear y

our u

nifo

rm

corre

ctly

EXAM

PLES

OF

APPR

OPR

IATE

BEH

AVIO

UR

Tem

plat

e Ve

rsio

n C

ontro

l: Tu

esda

y, 2

2 N

ovem

ber 2

016

6

Effort

Al

way

s ha

ve y

our s

tude

nt d

iary

an

d tim

etab

le

Be

the

best

you

can

be

Ar

rive

on ti

me

to s

choo

l

Be

read

y to

lear

n

C

ompl

ete

all c

lass

and

hom

e w

ork

to th

e be

st o

f you

r abi

lity

M

anag

e yo

ur ti

me

effic

ient

ly s

o yo

ur a

ssig

nmen

ts re

flect

you

r be

st e

ffort

R

evie

w y

our l

earn

ing

prog

ress

an

d do

you

r bes

t to

impr

ove

Be

resi

lient

Pa

rtici

pate

as

dire

cted

Show

app

reci

atio

n to

vo

lunt

eers

who

su

ppor

t the

sch

ool

En

sure

you

are

read

y to

ord

er a

nd p

ay w

hen

it is

you

r tur

n

Kn

ow y

our t

imet

able

s an

d yo

ur

sche

dule

d ro

oms

St

and

quie

tly o

utsi

de th

e cl

assr

oom

to w

ait f

or th

e te

ache

r to

arriv

e

Ar

rive

on ti

me

to c

lass

and

ot

her c

omm

itmen

ts

M

ove

quic

kly

betw

een

clas

ses

En

joy

a re

laxe

d an

d sa

fe b

reak

En

joy

your

self

and

parti

cipa

te

in lu

ncht

ime

activ

ities

Pa

rtici

pate

in a

ll ac

tiviti

es

C

ompl

ete

all t

asks

to

the

best

of y

our a

bilit

y

Ke

ep a

n op

en m

ind

and

a po

sitiv

e at

titud

e

Be

nefit

from

new

ex

perie

nces

Safety

Be

have

in a

way

that

pro

mot

es a

sa

fe c

lass

room

whe

re o

ther

st

uden

ts fe

el s

afe

to e

xpre

ss

opin

ions

, pre

sent

spo

ken

task

s,

ask

ques

tions

, etc

.

Be

have

with

saf

ety

in m

ind

Fo

llow

all

dire

ctio

ns d

urin

g lo

ckdo

wn

and

evac

uatio

n dr

ills

H

ave

your

dia

ry s

igne

d w

hen

leav

ing

the

clas

sroo

m o

r act

ivity

Ke

ep h

ands

and

feet

to y

ours

elf

R

epor

t all

inci

dent

s of

bul

lyin

g to

st

aff

G

et s

taff

help

in c

ase

of a

ccid

ents

an

d em

erge

ncie

s

W

alk

bike

s to

and

from

the

rack

s

Ke

ep a

way

from

uns

afe

or o

ut o

f bo

unds

are

as

Be

hyg

ieni

c

En

ter a

nd le

ave

in a

saf

e,

orde

rly fa

shio

n

R

efra

in fr

om c

limbi

ng o

ver

chai

rs

Ke

ep a

ll le

gs o

f cha

irs o

n th

e gr

ound

at a

ll tim

es

W

ait i

n an

ord

erly

fa

shio

n

Al

low

peo

ple

who

hav

e pu

rcha

sed

to le

ave

the

area

saf

ely

U

se th

e bi

ns to

kee

p th

e ar

ea c

lean

and

hy

gien

ic

Be

saf

e in

all

area

s

C

ompl

y w

ith o

ut o

f bou

nds

rule

s

W

ear b

ucke

t hat

s

Fo

llow

saf

e pr

actic

es,

incl

udin

g th

ose

outli

ned

by

teac

hers

C

ompl

y w

ith s

un s

afet

y pr

oced

ures

Ke

ep to

the

left

of th

e w

alkw

ays

St

ay in

app

rove

d ar

eas

St

ay a

lert

to u

naut

horis

ed

visi

tors

and

info

rm te

achi

ng o

r of

fice

staf

f

Sh

ow s

elf-c

ontro

l

Fo

llow

the

safe

ty ru

les

of a

ny a

ctiv

ity

O

bey

the

law

Fo

llow

all

road

rule

s at

al

l tim

es w

hen

mov

ing

to a

nd fr

om s

choo

l

Ac

t saf

ely

on p

ublic

tra

nspo

rt at

all

times

Fo

llow

inst

ruct

ions

fro

m o

ffice

rs s

uch

as

Polic

e, Q

R s

taff,

bus

dr

iver

s an

d ot

her

auth

oriti

es


REINFORCING EXPECTED SCHOOL BEHAVIOUR

At Pine Rivers SHS, communication of our key messages about behaviour is reinforced by providing students with positive feedback for engaging in expected school behaviour. Rules are displayed in all classrooms along with positive and negative consequences. A formal recognition and monitoring system, aligned with the Essential Skills of Classroom Management, has been developed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.

A Whole School Approach to Harassment and Bullying

The Pine Rivers SHS community does not tolerate bullying and/or harassment. Under the school’s Responsible Behaviour Plan, the people responsible for dealing with issues of harassment and bullying are as follows.

• In classrooms: the relevant teacher (with curriculum HOD and other support staff assistance as needed)

• In the grounds during breaks: staff on PGD (with non-curriculum HOD support as needed)• In significant cases (e.g. those involving violence, abuse or threats) support should be sought from

the Student Engagement Hub or Administration by sending for assistance.

All members of the school community have a responsibility to report harassment. Students who feel they are being regularly harassed (multiple times and/or locations) must report it to the Student Engagement Hub each time it occurs so that appropriate action can be taken.

These expectations are communicated to students in a number of ways, including:• behaviour lessons conducted by Form and classroom teachers• reinforcement of learning from behaviour lessons at School Assemblies and during class time

Pine Rivers SHS implements the following proactive and preventative processes and strategies to support student behaviour.

• regular notices in the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations;

• School Behaviour Leadership team members’ regular provision of information to staff and parents, and support of others in sharing successful practices

• comprehensive induction programs for new students as well as new, relieving and pre-service staff in the Pine Rivers SHS’s Responsible Behaviour Plan for Students

• individual Support Plans developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings

Specific policies have been developed to address:• The Use of Personal Technology Devices at School;• Procedures for Preventing and Responding to Incidents of Bullying; and• Appropriate Use of Social Media.

CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR

Pine Rivers SHS makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. Consistent procedures for the recording of minor and major incidents are explained to staff to enable evidence-based decision making and the implementation of proactive strategies to address unacceptable behaviour.

Relating unacceptable behaviours to expected school behaviours

When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:

• articulate the relevant expected school behaviour• refer to the displayed expected behaviours and explain how their behaviour differs from the

expected school behaviour• describe the likely consequence/s if the problem behaviour continues (referring to the displayed

consequences within the room),• identify what they will do to change their behaviour in line with expected school behaviour

Should a problem behaviour be repeated, the staff member may choose not to repeat the discussion/


Tem

plat

e Ve

rsio

n C

ontro

l: Tu

esda

y, 2

2 N

ovem

ber 2

016

8

Rel

ated

C

ode

of

Beh

avio

ur

Beh

avio

ur

Exam

ples

Teac

her/T

each

er A

ide/

YLC

/HO

D

ESCM

, beh

avio

ur c

ontr

acts

, det

entio

ns,

cons

ulta

tion

with

col

leag

ues,

liai

se w

ith

HODs

or Y

ear L

evel

Co-

ordi

nato

rs

H

OD

(Stu

dent

Wel

fare

/Incl

usiv

e Ed

) / G

O /

SBPO

/ DP

/ PR

INC

IPAL

) O

ne S

choo

l rec

ord,

refe

rred

to H

OD

Stud

ent W

elfa

re,

Supp

ort C

entr

e in

volv

emen

t, In

tern

al R

etrie

val,

Susp

ensi

on, E

xclu

sion

(R

efer

to Y

LC fo

r inf

orm

atio

n)

RESP

ECT

PRID

E EF

FORT

SA

FETY

Defin

ition

Min

or b

ehav

iour

s are

thos

e th

at:

• ar

e m

inor

bre

ache

s of t

he sc

hool

rule

s •

do n

ot se

rious

ly h

arm

oth

ers o

r cau

se

you

to su

spec

t tha

t a st

uden

t may

be

harm

ed

• do

not

vio

late

the

right

s of o

ther

s in

any

othe

r ser

ious

way

•

are

not p

art o

f a p

atte

rn o

f pro

blem

be

havi

ours

•

do n

ot re

quire

the

invo

lvem

ent o

f sp

ecia

list s

uppo

rt o

r Adm

inist

ratio

n st

aff.

Maj

or b

ehav

iour

s are

thos

e th

at:

• sig

nific

antly

vio

late

the

right

s of o

ther

s •

put o

ther

s / se

lf at

risk

of h

arm

•

requ

ire th

e in

volv

emen

t of s

choo

l Adm

inist

ratio

n M

ajor

beh

avio

urs r

esul

t in

an im

med

iate

refe

rral

to th

e Su

ppor

t Cen

tre

and/

or A

dmin

istra

tion

due

to th

eir

serio

usne

ss. W

hen

maj

or p

robl

em b

ehav

iour

occ

urs,

staf

f mem

bers

ens

ure

the

safe

ty o

f oth

ers a

nd n

otify

Ad

min

istra

tion

for f

urth

er su

ppor

t if r

equi

red.

BE

HAVI

OUR

M

INO

R

NOT

EXAM

PLES

OF

MIN

OR

INCI

DENT

S

MAJ

OR

RESP

ECT

Bully

ing/

ha

rass

men

t

Stud

ent d

eliv

ers r

epea

ted

(2-3

) di

sres

pect

ful m

essa

ges*

(ver

bal,

cybe

r, w

ritte

n or

ges

tura

l) to

ano

ther

per

son

*Disr

espe

ctfu

l mes

sage

s inc

lude

te

asin

g an

d pu

t dow

ns

“One

-off”

alte

rcat

ion,

phy

sical

m

iscon

duct

whi

ch is

not

repe

ated

, not

ta

lkin

g to

som

eone

due

to co

nflic

t, on

e-of

f ‘na

me-

calli

ng’.

Phys

ical m

iscon

duct

. Stu

dent

del

iver

s rep

eate

d di

sres

pect

ful m

essa

ges*

(ver

bal,

cybe

r, w

ritte

n or

ge

stur

al) t

o an

othe

r per

son

whi

ch in

clude

s thr

eats

an

d in

timid

atio

n, o

bsce

ne g

estu

res,

pict

ures

, or

writ

ten

note

s as w

ell a

s tar

gete

d so

cial e

xclu

sion.

*D

isres

pect

ful m

essa

ges i

nclu

de n

egat

ive

com

men

ts b

ased

on

race

, rel

igio

n, g

ende

r, ag

e,

and/

or n

atio

nal o

rigin

; sus

tain

ed o

r int

ense

ver

bal

atta

cks b

ased

on

ethn

ic or

igin

, disa

bilit

ies o

r oth

er

pers

onal

mat

ters

.

RESP

ECT

SA

FETY

Defia

nt/

thre

at/s

to

adul

ts

Stud

ent e

ngag

es in

isol

ated

refu

sal t

o fo

llow

dire

ctio

ns, o

r tal

ks b

ack

and/

or

uses

non

-dire

cted

swea

ring

whe

n gi

ven

dire

ctio

n.

“O

ne-o

ff’ in

itial

refu

sal t

o fo

llow

di

rect

ion

but t

hen

mak

ing

choi

ce to

fo

llow

the

dire

ctio

n; ra

ising

voi

ce;

chal

leng

ing

dire

ctio

n.

St

uden

t eng

ages

in th

e pe

rsist

ent r

efus

al to

follo

w

dire

ctio

ns, t

alks

bac

k an

d/or

del

iver

s soc

ially

rude

in

tera

ctio

ns.

Mak

es v

erba

l or p

hysic

al th

reat

, inc

ludi

ng u

se o

f pr

oxim

ity

RESP

ECT

Disr

uptiv

e

Stud

ent e

ngag

es in

isol

ated

beh

avio

ur

caus

ing

shor

t int

erru

ptio

ns to

a cl

ass

or a

ctiv

ity. D

isrup

tion

inclu

des c

allin

g ou

t, ta

lkin

g, n

oise

with

mat

eria

ls,

boist

erou

snes

s and

/or o

ut-o

f-sea

t be

havi

our.

Calli

ng o

ut a

nsw

ers a

s a re

sult

of

enth

usia

sm.

St

uden

t eng

ages

esc

alat

ing

beha

viou

r cau

sing

frequ

ent o

r con

tinua

l int

erru

ptio

ns in

a cl

ass o

r ac

tivity

. Disr

uptio

n in

clude

s sus

tain

ed lo

ud ta

lk,

yelli

ng o

r scr

eam

ing,

noi

se w

ith m

ater

ials,

bo

ister

ousn

ess,

and/

or su

stai

ned

out-o

f-sea

t be

havi

our.

PRID

E Dr

ess C

ode

Stud

ent w

ears

clot

hing

, mak

e-up

or

acce

ssor

ies n

ot in

clude

d in

the

dres

s co

de g

uide

lines

def

ined

by

the

scho

ol

on tw

o oc

casio

ns w

ithin

a m

onth

No

t wea

ring

an it

em o

f clo

thin

g du

e to

an

unf

ores

een

incid

ent.

Mak

e-up

oth

er th

an o

f a p

rote

ctiv

e na

ture

St

uden

t con

tinue

s to

wea

r clo

thin

g, m

ake-

up o

r ac

cess

orie

s not

inclu

ded

in th

e dr

ess c

ode

guid

elin

es d

efin

ed b

y th

e sc

hool

afte

r sup

port

has

be

en o

ffere

d an

d ho

me

cont

act m

ade.

EXAM

PLES

OF

INN

APR

OPR

IATE

MIN

OR

AN

D M

AJO

R B

EHAV

IOU

R


Tem

plat

e Ve

rsio

n C

ontro

l: Tu

esda

y, 2

2 N

ovem

ber 2

016

9

with

out a

not

e of

exp

lana

tion

signe

d by

Yea

r Lev

el C

oord

inat

or o

r Dep

uty

Prin

cipal

.

SAFE

TY

IT

Misc

ondu

ct

Stud

ent e

ngag

es in

inap

prop

riate

use

as

def

ined

by

scho

ol’s

IT A

gree

men

t /

Pers

onal

Dev

ices P

olicy

“O

ne-o

ff” u

se o

f per

sona

l tec

hnol

ogy

devi

ce w

hich

is im

med

iate

ly tu

rned

off

and

put a

way

whe

n se

en b

y a

staf

f m

embe

r.

Stud

ent e

ngag

es in

inap

prop

riate

use

of m

obile

ph

one,

mus

ic/vi

deo

play

er, c

amer

a, co

mpu

ter a

nd

or/e

lect

roni

c dev

ice

(as d

efin

ed b

y th

e sc

hool

’s IT

ag

reem

ent).

Eith

er il

lega

l or h

aras

smen

t offe

nce

or

repe

ated

min

or o

ffenc

es.

RESP

ECT

Late

St

uden

t is l

ate

to cl

ass o

r the

star

t of

the

scho

ol d

ay th

ree

times

in o

ne

mon

th.

Iso

late

d in

ciden

t whe

re la

tene

ss h

as a

le

gitim

ate

reas

on a

nd w

as u

navo

idab

le.

(e.g

. tea

cher

has

hel

d up

stud

ents

and

so

will

acc

ompa

ny st

uden

t or p

rovi

de a

no

te to

stat

e re

ason

)

St

uden

t is c

onsis

tent

ly la

te to

clas

s or t

he st

art o

f th

e sc

hool

day

afte

r app

ropr

iate

disc

ussio

ns h

ave

take

n pl

ace

with

Adm

inist

ratio

n.

RESP

ECT

Lyin

g/

Chea

ting

Stud

ent d

eliv

ers a

n iso

late

d m

essa

ge

that

is u

ntru

e an

d/or

vio

late

s rul

es.

Stud

ent h

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explanation process but simply remind the student of the consequences of their problem behaviour and apply that consequence.

Ensuring consistent responses to unacceptable behaviour

At Pine Rivers SHS staff members are provided with appropriate professional development and/or training in behaviour management and are authorised to issue consequences for unacceptable behaviour. Through training activities, we aim to ensure a consistency of responses to problem behaviour across the school. A flowchart of the roles and responsibilities of members of the Pine Rivers SHS staff has been produced to ensure a clear understanding of how to respond to unacceptable behaviours and to develop consistent practices across the school.

Students are taught how to respond appropriately when other students display problem behaviour, and are shown the courteous way to respond when a staff member re-directs their behaviour or applies consequences for problem behaviour.

Restorative Practices as a consequence for minor behaviour breaches

Restorative Practices involve all stakeholders and encourage students to take responsibility for their actions and demonstrate their commitment to restoring relationships through actions such as apologies, community service, etc. This way, all parties can move forward in a harmonious environment where learning can occur.

Classification of Students in terms of Behaviour:

Tier 1 Students:

The majority of students managed within classrooms and playground by teachers using the Essential Skills of Classroom Management and support structures outlined in this Responsible Behaviour Plan. For these students, teachers generally seek support and guidance from the relevant Head of Department (HoD).

Buddy Process

For one-off incidents which require a “cooling off” period, teachers may remove students from the class for a period of time. The student may remain outside the room, but should be within view of the teacher to ensure suitable duty of care. If a student needs to be removed for the remainder of the lesson the student should be sent to the HoD or withdrawn to another classroom where another teacher takes responsibility for duty of care.

If a student’s behaviour significantly affects the learning of others and/or the good management of the classroom, and persists after implementation of classroom management techniques as described in the Responsible Behaviour Plan, or a student does not have suitable equipment for the lesson, then the student should be referred to the HoD who may implement a buddy program.

Prior to students re-entering the classroom they should engage with the classroom teacher to discuss the behaviour that caused them to be buddied. Typical questions during this discussion include:

• What did you do?• What rule did you break?• What needs to be done to fix things?• What should happen if the same or different behaviour occurs in the next lesson / next five

minutes / when we line up next time?

Tier 2 Students:

Students whose behaviours are frequently classified as major (e.g. persistent and/or serious) and who have not modified their intrusive behaviours despite intervention by teachers and HoD. These students should be referred to the Student Support Centre for individual interventions such as retrieval, alternative programs, parent case meetings, etc.


Tier 3 Students:

Students who demonstrate the following behaviours in a consistent and persistent manner may be classified as a Tier 3 student:

CODE UNACCEPTABLE BEHAVIOUR

RESPECT

• Not following directions and/or requests from several staff members• Verbal abuse or threats directed at staff• Bullying of others including cyber bullying• Incorrect use of personal technology devices• Not following basic directions and instructions from staff

PRIDE

• Disrupting the learning of others• Refusing to wear the uniform including the hat• Wearing make-up and/or jewellery• Unacceptable behaviour outside school

EFFORT

• Attendance rate falls below 80%• Truancy from class and/or school• Non-submission of assessment items or assessment items submitted

without a satisfactory attempt• Failure to attend catch-up sessions or detentions when directed

SAFETY• Involvement in physical assaults• Vandalism and damage of property• Possession of, or involvement with, illegal drugs and/or alcohol

Engaging in any one of these behaviours does not necessarily mean a student will be classified as a Tier 3 student and consequences will be applied after careful consideration of the individual student’s circumstances. However, many of the above behaviours do warrant a suspension ranging from 1 to 20 days. Suspensions not only convey a strong message to the student involved but also serve as a deterrent to others.

Likely consequences of being classified as a Tier 3 student include:• not being permitted to represent the school at outside events such as sport, district and regional

trials, arts events, excursions, camps and competitions• limited access to the general grounds during lunchtimes• development of an individual Discipline Improvement Plan (DIP) outlining problem behaviours and

strategies to improve• being assigned a Case Manager to assist in the successful re-engagement with education

These consequences will be applied for a set length of time (usually 10 weeks) and students who do not modify their behaviour will remain as a Tier 3 student after this time lapses, with consequences continuing.

Year 10 students who fail to reform during the set time frame will have a show-cause interview with the Deputy Principal before their enrolment into Year 11 is accepted. Year 11 and 12 students will be placed on a cancellation watch by the Deputy Principal with the possibility of cancellation of enrolment.

HOMEWORK POLICYHomework provides students with opportunities to consolidate their classroom learning, involve family members in their education and develop skills and behaviours for lifelong learning. The setting of independent home study tasks takes into account the need for students to have a balanced lifestyle, including sufficient time for family, recreation, cultural activities, employment where appropriate, and sleep.

DEFINITION

Homework that enhances student learning:-• is purposeful and relevant to the student’s needs• is appropriate to the student’s age and course of study• is appropriate to the capability of the student• develops the student’s independence as a learner• is varied, challenging and clearly related to class work• considers the student’s other commitments and the need for a balanced lifestyle.


Activities that enhance students’ learning and develop independence include:-• CONTINUING OR COMPLETING CLASSWORK – doing further work on class activities or

assignments. This may also include research.• REVIEWING AND REFLECTING – reading class notes, thinking about the day’s work, noting and

learning key facts, terms and concepts.• COMPLETING SET TASKS – completion of set exercises, tasks or worksheets. • READING – using text books, library resources, technology, etc.• WRITING – summaries, paragraphs, essays and other genre / text.• PRACTISING – completing exercises to improve and consolidate skills.• RESEARCHING – gaining background information in preparation for class work or assignments. • EXPERIMENTING – uncovering further findings from a practical activity.• OBSERVING – seeking ideas and information from television programs, internet, etc.• MEMORISING – needing to learn new words, spelling, definitions, time, events, facts, formulae,

etc to acquire knowledge.• PREPARING EXHIBITS – collecting and preparing materials for others to view and examine.• INTERVIEWING– gathering information from others.• PREPARING – studying and reviewing for assessment activities.• REVISING – critical reflection and reading of notes to consolidate learning.• IDENTIFYING – developing self awareness, identifying areas of weakness or difficulty to seek

clarification and assistance from teachers.• DISCUSSING – talking about particular topics to consolidate learning and consider other

viewpoints.• RECOUNTING – telling others about what one has learned and/or what opinions one has

developed.

TIME GUIDELINES The amount of time spent on independent home study is influenced by the individual student’s strengths, abilities and needs, year level, course of study, and assessment load. It is recommended that students in Years 8 and 9 spend on average no more than five hours per week on independent home study. Students in Years 10 – 12 should consider their course of study, aspirations for the future, and other commitments when determining an independent study plan. Year 10 is a transition year and all students should be increasing the amount of time spent on independent home study in preparation for Years 11 and 12. To achieve solid results in the senior years, we recommend that students spend at least 2 hours per week on each Authority subject. Students working to achieve VET competencies may also need to make a substantial commitment of time to complete all required work.

In accordance with Item 22 of the Education (General Provisions) Regulation 2000, if a student fails to complete set independent home study, the principal or a teacher may detain the student. This could be:

• up to 20 minutes during a school break, or • up to 30 minutes after the school program for the day is finished, with 24 hours notice given to

parents/caregivers.

RESPONSIBILITIES

TeachersTeachers should help students establish a routine of regular, independent study by:-

• clearly communicating the purpose, benefits and expectations of independent home study• setting specific independent home study tasks on a regular basis• ensuring students use the Student Diary provided to record independent home study tasks,

requirements and expectations• regularly checking independent work completed at home and providing timely and useful

feedback• providing tasks that are varied, challenging, directly related to class work and appropriate to

students’ learning needs and abilities• explicitly teaching strategies to develop organisational and time-management skills and providing

opportunities to practise these strategies through independent home study tasks• considering other academic and personal development activities (school based or external) in

which students could be engaged • discussing with parents/caregivers any developing issues concerning their child’s independent

home study habits and suggesting strategies for them to assist with their child’s independent home study


Students

Students should take responsibility for their own learning by:- • being aware of the school’s independent home study policy• discussing their independent home study tasks, requirements and expectations with their

parents/caregivers • accepting responsibility for the completion of independent home study tasks and requirements

within set time frames• thoughtfully responding to comments and suggestions made by their teachers• seeking assistance when difficulties arise• seeking teacher assistance with assignments well before due date• organising their time to effectively manage school requirements, home obligations, participation

in physical activity and sports, recreational and cultural activities and part-time employment.

Parents/Caregivers

Parents/caregivers should help their children to develop independent learning skills by:-• actively supporting the school’s independent home study policy• providing their child with a regular time and place for quiet, independent home study• monitoring their child’s academic progress• regularly monitoring their child’s independent home study plan and checking their child’s Student

Diary and subject notebooks• maintaining open communication with their child’s teachers• communicating with teachers if there are exceptional circumstances affecting the completion of

set work or assignments• showing an interest in their child’s learning and development

SCHOOL REPRESENTATION POLICYRATIONALE

In order to maximise achievement of students, there is a need to set minimum benchmarks for students to participate in extra-curricular activities or to undertake school representation.

We believe it is important to set high expectations of students in relation to academic engagement, personal presentation, attendance and behaviour in order for us to achieve our vision of building a world class learning organisation and support to our values of respect, responsibility, reliability and resilience.

OBJECTIVES

This policy is designed to:• reinforce positive expectations of students• ensure students are provided with every opportunity to engage successfully in their academic

studies• encourage students to find a balance between their academic engagement and participation and

extracurricular involvement.

IMPLEMENTATION

School Representation includes any activity where the student represents the school. Examples include: representative sport, forums, competitions, performances, guides and ushers.

Extra-Curricular activities include any activity which is additional to the core curriculum being delivered. Examples include: special events in or out of timetabled lessons, additional courses, camps, school musical.


SCHOOL UNIFORM AND DRESS CODEOur school values the highest standard of student behaviour and appearance. The accurate wearing of the school uniform conveys a significant message to our community about the expectations we have of our students and helps to create a positive perception of our school. A clean, neat, and tidy uniform helps students develop a sense of belonging and enhances student pride in their school. Personal hygiene, uniform cleanliness and a neat general presentation assist students to develop self-worth and confidence in their appearance.

Students are required to wear a formal uniform on Fridays. On other days, either the sports uniform or the formal uniform may be worn.

Students who fail to wear the formal uniform on Fridays are required to bring a note explaining the reasons to their Year Level Co-ordinator before school. These students will sit in a designated area on assembly and report to the Hall Foyer at the start of Morning Tea to have their names recorded. Students who do not provide a note will be required to stay in the Hall Foyer for both breaks on a Friday.

JEWELLERY

Permissible items include a watch, a small ring and a maximum of two pairs of earrings. These earrings must be sleepers or plain studs only. Body and facial piercing jewellery, stretchers and spacers are not permitted. A necklace of demonstrable religious/cultural significance can be worn under clothing and should not be visible. Other jewellery items such as necklaces and bracelets are not to be worn.

MAKEUP

Any make-up worn should be of a protective nature (eg tinted sun-block) and not of a decorative nature (eg bright nail-polish, lipstick, eye-shadow, mascara, glitter)

SHOES

Students are to wear shoes that meet the following requirements:• Comply with Education Queensland and Work Place Health & Safety requirements – the Principal

is responsible for ensuring student safety and determining which shoes are safe and which shoes are unsafe.

• Wear shoes that maximise structural support for growing feet.• Are able to participate in all school activities and subjects such as HPE, Sport, Home Economics,

Science and Manual Arts.

Sports Shoes are worn Monday – Thursday. These shoes must:• lace up and/or be secured with velcro• be of sturdy construction, • have a strong thick sole,• cover the whole of the foot including the instep• be constructed of a leather or vinyl, but may have sections of sports mesh, • be suitable for physical activity such as extended running and playing sport.

Light weight un-sturdy shoes made of canvas are not suitable.

Formal Shoes are worn on Fridays and on other formal occasions.

x


These must:-• be constructed of black leather or vinyl• lace up or slip on• be of sturdy construction, • have a strong thick sole,• cover the whole of the foot, including the instep

SUN SAFETY / HAT POLICY• Students will require a sun safe synthetic water shirt for all aquatic based activities.

• Our school hat must be either:- • Bucket hat; bucket or ‘surfie’ style hats should have a deep crown and sit low on the head. The

angled brim should be at least 6 centimetres and provide the face, neck and ears with plenty of protection from the sun

or• Broad brimmed hat; broad brimmed hats should have a brim of at least 7.5 centimetres wide. A

broad brimmed hat that provides good shade can considerably reduce the exposure of UVR to the face.

Please note: baseball style caps are not accepted as they do not meet the Cancer Council Queensland safety standards.

Queensland has the highest rate of skin cancer in the world. It is the most common form of cancer in Australia, affecting all age groups and accounting for around 80 per cent of all new cancers diagnosed each year.

Research indicates childhood sun exposure is an important contributing factor to the development of skin cancer in later life. Given students are at school during peak ultraviolet radiation (UVR) times throughout the day, schools play a major role in both minimising students’ UVR exposure and providing an environment where policies and procedures can positively influence student behaviour.

The schools dress code conforms to the Cancer Council Queensland SunSmart clothing guidelines. The above recommendations have been presented and approved by the School Parents and Citizens Committee.

x


VOLUNTARY STUDENT PARTICIPATION IN CHAPLAINCY PROGRAMThe school community provides a chaplaincy program endorsed by the school’s Parents and Citizen’sAssociation and available on a voluntary basis to all students. The chaplain is involved in a range of activities which are free of spiritual and/or ethical content. These activities are available to all students on a voluntary basis unless a parent requests in writing that this is not to occur for their children.

Chaplains may also be involved in activities with spiritual and/or ethical content and additional consent is sought from parent/guardians for these specific activities.

Information about the school’s chaplaincy program is available on our school website. Students may nominate to participate in activities of a spiritual nature as part of their Learning for Life program, or during lunch times.

These activities are available to students on a voluntary basis if a parent/caregiver has given consent in writing by ticking and signing the enrolment form.

Activities include:• Prayer Meetings• Prayers on Assembly• Groups visiting the school for performances• One to One meeting with the Chaplain for support• Student lunchtime social groups - activity based groups for students run with the assistance of

chaplaincy volunteers

Voluntary Student Activities without Religious, Spiritual and/or Ethical Content

Voluntary Student Activities with Religious, Spiritual and/or Ethical Content

These activities are available to students on a voluntary basis if a parent or guardian has given consent in writing.

Activities without religious, spiritual and / or ethical content provided at the school through the chaplaincy program.

For example:

Breakfast clubs, coaching sporting teams, mentoring programs, outdoor education programs, lunchtime activities and support school camps.

Activities with religious, spiritual and/or ethical content provided at the school through the chaplaincy program.

For example:

One-to-one meeting with the chaplain for religious and spiritual support, groups visiting the school for performances e.g. support programs for students


INFORMATION FOR STUDENTSDAY STRUCTURE

Students are expected to arrive to their form class each day, at least 5 minutes before the bell with all the required equipment for the day and wearing the correct school uniform. Form class teachers are the first line in managing our student uniform and sign off on parent/carer notes for any reasonable issues with one-off lapses in the policy.

Parents/caregivers of students not present during form class will automatically receive a mobile phone text at approximately 10am, advising them of their child’s absence.

PERIOD MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY8:45 - 8:55

(10min)FORM FORM FORM Period 1

(8:45 - 9:55)(70min)

FORM

8:55 - 10:05 (70min) Period 1 Period 1 Period 1 Assembly /

Deep Learning

10:05 - 10:15 (10min) Rest / Pause Rest / Pause Rest / Pause

Period 2 (9:55 - 11:05)

(70min)Rest / Pause

10:15 - 11:25 (70min) Period 2 Period 2 Period 2

Morning Tea (11:05 - 11:35)

(30min)Period 2

11:25 - 11:55 (30min) Morning Tea Morning Tea Morning Tea

Period 3

(11:35 - 12:45) (70mins)

Morning Tea


Lunch

(12:45 - 1:30) (45min)

Period 3

1:05 - 1:40 (35min) Lunch Lunch Lunch

Form

(1:30 - 1:40) (10min)

Lunch


Sport / Deep Learning (70min)

Period 4

During Thursday afternoon students can trial to participate in inter-school sport during terms 1 - 3. In term 4 all year 7’s start preparations for their Year 8 camp.

Friday mornings is when our formal assemblies occur. These are split between the junior and senior schools. When students are not at assembly they have an extended Form and Learning for Life class.

Student timetables are provided to students in hard copy when a timetable change occurs. Students are also able to access their own timetable from OneSchool using their school log in details.

CURRICULUM STRUCTUREYEAR 7 & 8

Students in Years 7 and 8 study the following subjects:

CORE SUBJECTS The Arts: Music / Visual Arts / Dance / DramaEnglishMaths ELECTIVES

Science Industrial Technology & DesignSOSE (History and Geography) BusinessLearning for Life (LFL) Information Communication & TechnologiesHPE / LOTE - German Home Economics


Students placed in Form classes and participate together as a group in all core subjects. Students study four Arts subjects (Media, Visual Art, Music and Drama) across Years 7 and 8 along with two chosen electives as indicated above.

YEAR 9

Students in Year 9 have their timetables created from the following range of core and elective subjects:

CORE SUBJECTS ELECTIVES

English Industrial Technology & DesignMaths BusinessScience Information Communication & technologiesLearning for Life (LFL) Home EconomicsHPE / LOTE – German GraphicsGeography / History Music / Visual Arts / Dance / Drama

DEEP LEARNINGIn 2019, students will continue to develop critical skills needed to succeed in a complex, competitive, technology-driven economy and society. Students will focus on Critical Thinking, Communication and Creativity within their curriculum areas.

On Thursday afternoons, students will focus on Citizenship and Collaboration. Junior students will have the opportunity to be involved in inter-school sport, the school musical or in collaborative class projects or interest groups. Senior students will have the opportunity to be involved in sports coaching, the school musical or various committees where students work collaboratively on school or community-based projects.

On Friday mornings, students will focus on Character as well as Citizenship and Collaboration. Students will learn about self-regulation, goal-setting, study skills, mindfulness, personality profiles, team building, healthy camping and cyber-bullying.

IGNITE PROGRAMSThe Pine Rivers IGNITE Programs are designed to ignite students' passion for learning and provide an environment where students can deepen their learning by engaging in an increased range of inquiry based tasks. These programs will provide innovative, intellectually challenging and inspiring learning pathways for those students who excel academically. There are three strands of IGNITE subjects offered in Year 8/9: STEM (Science, Technology, Engineering and Maths), HASS (Humanities, ARTS, Social Sciences) and Music. In Year 7, an introductory IGNITE Academy subject will be offered giving students a taste of each of the programs that lead into in the Year 8/9 strands. While each program has a different focus, all programs will be delivered in a similar manner using the New Pedagogies for Deep Learning (NPDL) Philosophy.

The curricula of these programs are designed to extend and challenge students, with a focus on creative thinking, problem solving and critical higher order thinking skills. These skills will enable students to develop deep understandings while working collaboratively in groups to explore authentic problems.

IGNITE students will be expected to leverage digital tools and engage with external experts as part of their assessment tasks. Students will be assessed through the NPDL strands of Collaboration, Creativity, Critical Thinking and Communication.

The IGNITE classes are made of Year 7 and Year 8/9 students. To gain entry into these programs, students must complete an application for, an interview and an entry exam. Students and parents/carers commit to having a laptop and participating in competitions and learning opportunities outside the school. These may incur some additional costs.


ELECTIVE SUBJECT INFORMATION

THE ARTSPine Rivers SHS provides new students a varied and flexible curriculum in its commitment to pursuing excellence and providing a caring learning environment which offers equal opportunities for all to attain their full potential in The Arts.

In the Performing Arts strand, Year 7- 8 students study individual strands of Dance, Drama, Media Arts, Music alongside the Visual Arts. For the focus on Music, students are involved in a variety of musical activities, learning experiences and skill building within the Performing Arts (Music). For musically gifted students, the school offers Music Extension program with an emphasis on performance, music technology, band participation as extracurricular activities.

Students may also wish to participate in performing in School Ensembles, Vocal Group, Instrumental Music, Rock band, Performing Arts Nights, School Musical etc. Serious students who express a strong commitment to learning a musical instrument or those who are continuing music students (music background) are encouraged to join the Instrumental Music program.

INSTRUMENTAL MUSIC

An invitation is extended to any student to start learning or continue learning a musical instrument with the Instrumental Music Program.

The school program consists of: Concert Band, Stage Band, Vocal Group, String Ensemble, Wind Ensemble and Jazz Ensemble.

Students nominate their musicianship or preference in either strings, brass, woodwind and percussion. Each week the students have a small group lesson on an orchestral or band instrument and at least one ensemble rehearsal.

INDUSTRIAL TECHNOLOGY & DESIGNThe aim of the Design Technology course is to provide learning experiences through which the student will acquire knowledge, understanding and skills related to the Australian Curriculum areas of Design and Technology.

This programme offers students specific skills in Design and Digital Technologies related to Manufacturing and Design industries. Students will be introduced to safe work practices in using basic hand held tools and some workshops machines. They will also be given an introduction to Computer Aided Design and Manufacturing and the F1 in schools program.

INFORMATION COMMUNICATION & TECHNOLOGIESThis course is designed to provide students with portable skills that can be applied immediately or used to benefit their learning in all other areas of study. These skills will also assist students in circumstances where they find themselves interacting with information technology.

This program offers students specific skills in file creation and organisation, display, formatting and presentation of word processing documents, efficient and effective use of digital sources (internet and email), spreadsheet construction, the use of formulas and the creation of graphs.

BUSINESS STUDIESYoung people today are interacting with money and making consumer choices from an early age. They are growing up in a fast paced consumer society where there exists a growing range of choice and complexity in consumer and financial products and increasing use of online and digital environments for shopping and making financial transactions. There is growing concern over the impact of the increasing invisibility and digitisation of money on young people and growing youth debt. Young people need to be positioned to make informed decisions about the way they use money and the impact this has on their future well-being.

Effective consumer and financial education empowers students in the face of such challenges. It contributes to students’ cognitive, personal and social development and develops the capabilities needed to address their short-term consumer and financial issues and concerns, as well as shape their social and economic futures. Being financially literate and an informed consumer is a core life skill in


modern society.

This course is designed for students with an interest in business, economic and personal financial studies. The course covers a variety of topics such as effective and responsible consumerism, personal finance through budgeting, employment issues for young people and a taste of Accounting.

Tasks and studies that relate to these topics engage students and enable them to participate more effectively and responsibly in an ever-changing global business environment.

HOME ECONOMICSThe aim of the Home Economics course is to provide learning experiences through which the student will acquire knowledge, understanding and skills related to the Australian Curriculum areas of Design and Technology, Digital Technology whilst also including aspects of the Health and Physical Education curriculum. The central theme of Home Economics is individual and family well-being.

This program offers students specific skills in Home Economics: safety and hygiene; introduction to the kitchen; food models; evaluating personal diets; and healthy school lunches. As well as a short course in the fundamentals of sewing where the students will produce a garment.

JUNIOR SECONDARY CERTIFICATE OF EDUCATIONThe Junior Certificate of Education (JCE) has been designed as a tool to map the student’s progress towards, and attainment of readiness to embark on their Senior Schooling journey. The Junior Certificate of Education is awarded to students who have demonstrated improvement and success throughout their Junior Schooling at Pine Rivers SHS. The ideals of the JCE program support and are underpinned by our school vision and motto:

‘Informed citizens building harmonious communities’

‘by different ways to excellence’Students collect badges in each year of Junior Secondary, Bronze in Year 7, Silver in Year 8 and Gold in Year 9. Any student who achieves all three badges is awarded a Platinum badge to highlight their accomplishments across the Junior Secondary years. Students will also receive a certificate which can be placed in their resume.

To receive their badge each year, students must pass all subjects. Students and parents are supported to achieve this goal through intervention strategies, such as Learning Improvement Plans (LIPs); Student, Parent and Teacher interviews; as well as individual meetings throughout the year to ensure that children are on track to achieve their best.

GOLD CARD INITIATIVEPine Rivers SHS encourages and acknowledges student achievement and aims to acknowledge the significantly large number of students who demonstrate consistent and appropriate behaviour and effort in the classroom, playground and while representing the school in the wider community. Students at Pine Rivers SHS constantly strive to achieve excellent educational outcomes with the support of the teachers, administration, parents and community.

The ‘GOLD Card’ initiative has been developed to acknowledge those students who have demonstrated consistently excellent behaviour in all elements of their school and within the community. Students who receive a GOLD CARD will receive discounts at a range of local businesses. Each GOLD CARD will have a six month life span and new cards will be issued after each semester reporting period.

PINE HIGH LEADERS OF EXCELLENCE (PHLOE)The Pine High Leaders of Excellence (PHLOE) program has been designed to allow all students the chance to develop their leadership skills. Students nominate to join the program and complete a specific leadership curriculum to achieve each level. The program requires

J S C E J S C E J S C E J S C E

Pine Rivers State High School

GOLD CARD

Valid

unt

il:

Effort

Behaviour


they show the qualities of all good leaders by being persistent, resilient and determined to complete the components of each level. Students are supported on their leadership journey by their Year Level Co-ordinator (YLC) and by attending dedicated PHLOE sessions.

CAMPS & EXCURSIONSStudents participate in a range of excursions and camps during the Junior Secondary years. The purpose of these programs is to enhance the work that occurs within timetabled lessons and develop students leadership skills along with their Collaboration, Character and Creative Thinking skills as outlined within the Deep Learning program.

• Year 7 - Camp (eg. Kenilworth or Woodford) Team building days, curriculum excursions • Year 8 - Team building days, curriculum excursions• Year 9 - Team building days, curriculum excursions • Year 10 - Maroon Outdoor Education Centre - Bushwalking, camp craft• Year 11 - Dicky Beach Surf Life Saving• Year 12 - North West Island Expedition

STUDENT SUPPORT & WELL-BEINGAt Pine Rivers SHS we strive to facilitate the development of personal growth and self-actualisation by building capacity in students, families and the wider school community through diverse evidence based interventions. We do this through a range of in-house support services and by working closely with external support agencies. If it is determined that an individual student needs further assistance from an external agency the school support staff will consult with parents/carers prior to the referral being made (unless legally required to report without parent/carer knowledge). In partnership with parents/carers our support staff, teachers and school administration can often achieve the best outcome for each student. Every student is able to self-refer to any of the services available. We also encourage parents/carers to feel confident in contacting key people if you believe your son or daughter requires the support that can be provided by key support people in our school community.

Available support services include:• Guidance Officer• Chaplain• Youth Support Coordinator• Community Education Counsellor• School Nurse• School Based Police Officer

When students have an issue with another student or feel they are being unfairly treated, they must report this to the Student Engagement Hub. Staff are unable to know about every situation that occurs throughout the school day and support cannot be offered if these incidents are not made known to the appropriate staff member.

PINE HIGH LEADERS OF EXCELLENCE

PHLOEBRONZE

LEVEL BRONZEUnderstanding

Leadership

NAME:

FORM:


PHLOEBRONZE

LEVEL BRONZEUnderstanding

Leadership

NAME:

FORM:


PHLOESILVER

LEVEL SILVERDeveloping Leadership

NAME:

FORM:


PHLOESILVER

LEVEL SILVERDeveloping Leadership

NAME:

FORM:


PHLOEGOLD

LEVEL GOLDAccelerating Leadership

NAME:

FORM:


PHLOEGOLD

LEVEL GOLDAccelerating Leadership

NAME:

FORM:

PHLOESILVERPHLOEBRONZ

E

PHLOEGOLD


FAQ - WHAT TO DO WHEN......You are late for school:• Report to the Student Counter with a note from

your parent to explain the reason for being late• You will be issued with a printed slip to take to your

teacherYou have an external appointment during school time:• Bring a note to the Student Counter before school• Once the note has been verified the Student

Liaison Officer will authorise the appointment and provide two printed slips. One is to go to your class teacher, the other is to be returned to the Student Counter and must be presented before you leave the school

You are sick:• Obtain a note from your teacher• Report to the Office• Do not phone or text your parent• Your parents will be contacted by school personnelYou have an accident or injure yourself:• In class; inform your teacher who will arrange for

the necessary attention• Outside class; report to the Office• In cases of more serious injury, have someone

notify the Office immediately. If you are not able to be moved, a teacher is to be sent for immediately

You are out of uniform:• Bring a note from your parent/caregiver to explain

the situation and give it to your teacher at Form class. The teacher will initial and date this note.

• You are to keep this note and to produce it during the day when requested

• If you have no note or unacceptable reason, you will be issued with a detention.

You lose something:• Label all your belongings• Check lost Property at the Office and Uniform ShopIf you find lost property:• Take it to the Student Counter in the Office • If item is labelled it will be returned to the studentYou need help with study skills, time management or organisation:• Make an appointment to see your Year Level Co-

ordinator or a member of our Student Support Team

You break something or find something out of order:• Report the breakage or problem to the Office

immediatelyYou change your address or phone number:

• Collect a Change of Details Form from the Office or School Website

• Supply the new information to the Office.You have valuables:

• Large sums of money are not to be brought to school

• All items of uniform and valuable items should be clearly named and kept on your person for safe keeping

You see visitors around the school:• Assist with directions if appropriate• If you have concerns report to nearest staffroom or

OfficeYou need to contact home:• If a parent or carer needs to contact you during the

school day, they must ring the school Office so that a message can be passed on

• Contact between students and parents during classtime breaches the Personal Technology Devices Policy. Students are able to make contact during break times as per our policy. If the matter is urgent both you and your parents will be informed immediately.

You need to pay for something at school:• Money must be paid to the payments window

located at the Office during breaksYou need or are holding medication:• Asthma inhalers and Epipens are the only forms of

medication to be carried by students. Epipens may be left with the Office and should be accompanied by a written Action Plan provided by a GP.

• Parents/carers must advise the school if this is relevant to their student

• All other medications MUST be left at the Office with specific instructions from your doctor

• School staff are not permitted to hand out paracetamol or other pain killers.

• No medication is to be given by any student

You lose your ID Card• Immediately report your loss to the Office• Go to the Office to order a new cardYour travel to and from school• Display common sense• Co-operate with others• Demonstrate appropriate care and courtesy• Obey traffic laws and observe safety rules• Always cross roads at traffic lights or designated

crossing areas• Behave in ways that would bring credit to self

and the school (e.g. standing for adults on public transport)

• Comply with rules detailed by the Principal regarding students driving cars to school

You want to use the tuckshop:• Open every day and staffed by volunteer parents• Join a queue, standing behind tile painted lines• Move away from the area once you have been

served• Respect the rights of other students and of parents

helping in the tuckshop. You want a locker:• Available to students upon request at the Maths

staffroom. • Payment of a bond is required at the OfficeYou are out of class:• Any student out of class for any reason must have

their diary with a reason entered by the teacher


NOTES / QUESTIONS:

ENROLMENT HANDBOOK 2020 - Pine Rivers State High School · The five pillars essential for students...

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