DAKABIN STATE HIGH SCHOOL

STUDENT HANDBOOK

Version 1 2019

DAKABIN STATE HIGH SCHOOL

STUDENT HANDBOOK

Version 1 2019

School Contacts

School Vision

General School Information

School Routine

Assembly

Assessment Policy

Attendance

Late arrivals and Early Departures

Enrolment

Enrolment Process

Enrolment Agreement

Student Responsibilities

Parent Responsibilities

School Responsibilities

Homework

Bookwork.

School Dress Code

Procedures for students who arrive out of uniform

Communication

Parent/Carer and Teacher Interviews

Parent/Carer and Teacher Meetings

Messages

Excursions

Health

Accidents and illness

Anaphylaxis

Immunisation

Medical Conditions

Medication

Asthma Medication

Infectious Disease Chart

Newsletter

Payment for Activities

Safety and Welfare

Evacuation and Lockdown Procedures

Money and Valuables

Out of Bounds Areas

Photos and Videos

Use of School Grounds After Hours

Visitors to the School

Volunteers

Student Leadership

Student Resource Scheme

Travel to and from school

Bicycle

Scooters and Skateboards

Bus Transport

Tuckshop

Electronic Devices Including Mobile Phones

ICT Acceptable Use Policy

Anti-Bullying Policy

Attendance Policy

Attendance Procedures

Assessment Policy

Sun Protection Policy

Responsible Behaviour Plan for Students

SCHOOL CONTACTS Principal

Katrina Larsen

Business Manager

Julie Hall

Street Address

Marsden Road, Dakabin QLD 4503

Postal Address 255-267 Marsden Rd, Dakabin QLD 4503

Phone

(07) 3491 5444

Enrolment Email

enrolments@dakabinshs.eq.edu.au

Student Attendance Phone

(07) 3491 5460

Student Attendance Email

absences@dakabinshs.eq.edu.au

Website

www.dakabinshs.eq.edu.au

Our School Values:

Learning – Are you ready to learn?

Discipline – Are you following our routines?

Community – Are you showing respect?

At Dakabin SHS our vision is:

To be a high performing school that develops a culture of learning

that will enable our students to be resilient, healthy

and successful citizens in the 21st century.

‘The Future Lies Within’

SCHOOL ROUTINE Students are expected to arrive to their form class each day, by the first bell with all required equipment for the day and wearing the correct school uniform.

Student timetables are provided for students in hard copy each term. Students are also able to access their own timetable from OneSchool using their school log in details.

MONDAY TO FRIDAY

Form Class 8.40am – 8.50am

Period 1 8.50am – 10.00am

Period 2 10.00am – 11.10am

Recess 11.10am – 11.40am

Period 3 11.40am – 12.50pm

Recess 12.50pm – 1.30pm

Period 4 1.30pm – 2.40pm

ASSEMBLY Students meet each week during Form Class for year level Assemblies to celebrate effort and achievements of students and receive whole of cohort information. In 2019, Assemblies were held on the following days although are subject to change in 2020.

DAY YEAR LEVEL

Monday 8

Tuesday 10

Wednesday 11

Thursday 12

Friday 7 & 9

ASSESSMENT POLICY

Assessment is an integral part of the school curriculum. It assists in the development of important skills. Assessment varies in nature from subject to subject. It can take the form of assignments, projects, oral presentations, examinations, experiments, practical demonstrations and performances. Please refer to the full Assessment Policy for further information.

ATTENDANCE Students must attend school regularly in order to ensure satisfactory learning outcomes. It is essential that our students learn to value every lesson, every day as an integral to their developing good study habits that promote a culture of learning. If your child is absent from school, please notify the School on the day of absence by:

phoning the student attendance line on 3491 5460 or

emailing absences@dakabinshs.eq.edu.au

If your child has a prolonged absence of more than 10 days due to illness or family commitments, please contact the school to apply for an Exemption from Compulsory Schooling. It should be noted that there is no guarantee that exemption requests will be granted.

Late Arrivals and Early Departures Regularly arriving late to school or leaving school early can have a detrimental impact upon student learning. Under the law, you must make sure your child attends school on ALL school days unless you have a reasonable excuse. You must not keep your child away from school for minor reasons. Whilst we understand there may be urgent circumstances where students are required to be collected early, Admin staff are unable to contact students whilst in class, as this interrupts the learning of all students in the classroom who are actively engaged in learning. Please refer to the full Attendance policy and procedures documents for further information.

ENROLMENT

Enrolment Process 1. Enrolment packs can be collected in person from the school office or downloaded from our website. 2. Please contact our office to arrange an enrolment interview with the relevant year level Deputy once you

have completed the enrolment paperwork. 3. Enrolment interviews are scheduled on Wednesdays only (after week 2 of term 1) to align with our

student induction program which are conducted on Monday mornings. 4. Ensure to bring all the paperwork (including copy of birth certificate) with you to the enrolment interview.

a. For identity purposes, enrolment forms must include a copy of the student's original birth certificate if born in Australia. If born outside of Australia, a Passport, Visa or Citizenship papers are required.

Enrolment Agreement The values of Dakabin State High School reflect all that happens at our school. All members of the school community have the responsibility to behave in a manner that displays these values at all times, in all that they do.

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 staff

Abide by school rules, meet homework requirements and wear correct school uniform proudly

Respect the school environment.

Responsibility of parents to:

Attend parent information sessions

Let the school know if there are any problems that may affect your child’s ability to learn

Inform the school of reason for any absence

Treat school staff with respect and tolerance

Support the authority and discipline of the school enabling your student 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

Advise principal if your child is in the care of the state or you are the carer of a child in the care of the state

Inform the school if your child’s living arrangements change and provide details of new home address, email address and phone number.

Responsibility of the school to:

Develop each individual student’s talent as fully as possible

Inform parents and carers regularly about how their children are progressing

Inform students, parents and 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 and carers

Be involved in the local community

Clearly articulate the school’s expectations

Ensure that parents and carers are aware the school does not have personal insurance arrangements and accident cover for students

Advise parents and carers of extra-curricular activities operating at the school in which their child may become involved

Ensure that the parent is aware of the school’s record-keeping policy including the creation of a transfer note should the student enrol at another school

Contact parents and 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 on any major issues affecting students

Treat students and parents with respect and tolerance.

HOMEWORK

Homework can take many forms. On occasion a student may say they have no homework. However there is always an opportunity for a student to revise and consolidate what was learned in class that day, read ahead to preview future work, assignment can be planned and there is always reading and/or genuine research via the internet. The general rule is that homework for students in Year 7, 8 and 9 could be up to but not more than 5 hours per week. In Years 10 to 12 the amount of time for homework will vary according to the student’s subject selections and learning needs. This information is based on Part 4 Section 22 and Section 23 Education (General Provisions) Regulation 200 from Education Queensland. Homework provides students with opportunities to consolidate their classroom learning, pattern behaviour for lifelong learning beyond the classroom and involve family members in their learning.

Students can take responsibility for their own learning by: • Being aware of the school’s homework policy • Discussing with their parents or caregivers homework expectations • Accepting responsibility for the completion of homework tasks within set time frames • Following up on comments made by teachers • Seeking assistance when difficulties arise • Organising their time to manage home obligations, participation in physical activity and sports,

recreational and cultural activities and part-time employment.

Students must complete homework as set by their teacher. The teacher may provide detention or another consequence for the student not doing so.

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

Ensuring the school’s homework policy is implemented

Clearly communicating the purpose, benefits and expectations of all homework

Checking homework regularly and providing timely and useful feedback

Using homework that is varied, challenging and directly related to class work and appropriate to students’ learning needs

Explicitly teaching strategies to develop organisational and time-management skills and providing opportunities to practise these strategies through homework

Giving considerations to other academic and personal development activities (school-based or other) that students could be engaged in when setting homework

Discussing with parents and caregivers any developing problems concerning their child’s homework and suggesting strategies to assist with their homework.

Parents should support the teacher’s setting of the homework by:

Ensuring their child has and uses a homework diary

Checking their child is completing their homework

Contacting the teacher to proactively and positively support the teacher

Reinforce the provision of consequences for the student if they do not complete their homework – both at school and at home.

BOOKWORK Student bookwork provides a daily record of learning experiences and a reference for ongoing learning. As students move through their years of schooling, they will need to develop skills that allow for well-presented and organised notes and diagrams allowing for effective review of material.

Student Responsibilities

• Bring the appropriate resources and stationery to class each day • Use stationery as indicated in the school Stationery list • Ensure all resources are kept neat and organised • Write legibly

Teacher Responsibilities • Check work regularly • Model appropriate standards for bookwork

Parent/Carer Responsibilities • Providing materials/resources/stationery required for classes

SCHOOL DRESS CODE

Dakabin State High School is a full uniform school. The Parents & Citizens’ Association of Dakabin State High School resolves that it supports a student dress code for our school because it believes that such a dress code promotes the objectives of Education (General Provisions) Bill 2006.

In particular, the P&C supports the intention of a student dress code in providing a safe and supportive teaching and learning environment by:

Ready identification of students and non-students at school

Eliminating distraction of competition in dress and fashion at school

Fostering a sense of belonging

Developing mutual respect among students through minimizing visible evidence of economic or social differences

In addition, the P&C supports:

Promoting the image of the school in the eyes of the community and employers

Protecting students from injury that may be caused by machinery, tools, chemicals or other factors during practical lessons.

Junior Students (Years 7, 8 and 9): Full formal or sports uniform must be worn Monday to Friday—school shirt, school shorts, black or white sports shoes (joggers) with white socks. No fabric or canvas shoes will be acceptable.

Senior Students (Years 10, 11 and 12): Full formal uniform including black covered shoes and white socks

must be worn on the following;

Formal Day - Monday

Excursions (unless otherwise stipulated)

Formal ceremonies and occasions

Senior students are to wear either sports uniform or full formal uniform on all other week days. Senior students who need to wear a curriculum uniform for specific subjects (e.g. Agricultural Science, Dance, HPE) will be able to change into this uniform at school.

FORMAL UNIFORM Girls

Formal Skirt— navy—knee length or navy formal shorts/trousers with black belt

Blouse—white Dakabin blouse with 6 button front. School insignia on pocket. School ties are compulsory.

Shoes—completely black lace-up leather/vinyl shoes that can be polished. No ballet flats, suede or canvas

Plain white socks (visible), stockings (black/navy/flesh) may be worn

Boys

Shirt—short sleeved white shirt with insignia on pocket. School ties are compulsory

Navy Formal Shorts/trousers

Socks—plain white (visible).

Shoes—completely black lace-up leather/vinyl shoes that can be polished. No ballet flats, suede or canvas

SPORTS UNIFORM NO ballet flats, suede or canvas shoes, of any brand, are permissible.

Shorts—Royal blue Dakabin school style only (Unisex)

Shirt—Royal blue and white with the Dakabin insignia (Unisex)

Socks—plain white (visible) ankle length.

Shoes—predominately white or black jogger sports shoe, laces must match predominate colour (black, white or navy)

WINTER UNIFORM

Jersey Rugby knit—navy with white collar, tab and school emblem

Jersey Fleecy Knit—navy with white collar, tab and school emblem

Microfiber Jacket—royal, navy and white zip-up jacket with school emblem

Microfiber track pants— royal, navy and white with school emblem

EXTRAS • School Badges are permitted to be worn • The wearing of certain jewellery is not permitted (piercings, dangling earrings, spikes, dangling

necklaces, bracelets etc.) for reasons of personal safety • Undershirts need to be plain white or navy (white under formal uniform) and should not be

visible at the bottom of the shirt or sleeves • Any skins/bike pants/other shorts should not be visible under school shorts • Beanies and other non-essential head covering other than hats are not permitted to be worn • No article of clothing including hats may show any obscene language or graphics or anything

that could be considered offensive to members of the school community

• Unusually dramatic hairstyles or extreme colouring (e.g. Blue, pink, purple, etc.) is unacceptable • Additional hair and jewellery safety precautions including tying back of long hair, no false

fingernails, are required for specific subjects in the interest of workplace health & safety • The Principal reserves the right to make a judgement call on what is acceptable for school

PROCEDURES FOR STUDENTS WHO ARRIVE AT SCHOOL OUT OF UNIFORM

Students who are not in uniform are to bring a note of explanation each day which is signed by parents or carers. The note is to be handed in at the Resource Centre before the commencement of school (8.10am 8.40am).

Where possible, students will be offered items of uniform clothing from the school’s uniform bank. Students will be required to change into the supplied uniform to comply with the uniform policy.

Students who are unable to access uniform items from the uniform bank will receive a uniform slip from the Resource Centre. There will be consequences for students who choose to disregard the uniform policy or procedures. Repeated incidents of non-compliance with the uniform policy may result in action taken against the student.

Students who sign in late and are out of uniform must present their explanatory note to the Resource Centre upon arrival at school. They are expected to access the school’s uniform bank to comply with the uniform policy.

At any time during the day, students who are out of uniform should be able to present a uniform slip. Any students who are out of uniform without a uniform slip, will be issued a uniform detention slip. Students who do not have a note or do not report to the Resource Centre before school will be issued a uniform detention slip.

Any student who receives a uniform detention slip will be required to complete a uniform detention that day at second lunch. Should students receive the detention slip at second lunch or during period 4 they will need to complete this detention the following day.

Students who fail to attend detention will have further consequences as per the detention flowchart. All uniform loans are to be returned to the Resource Centre at the end of the school day.

COMMUNICATION Communication between the school and parents/carers builds strong partnerships which enriches the learning experience for students. There are many formal and informal opportunities for parents to find out about children’s progress at school. We encourage you to be involved and communicate with teachers about your child’s progress. It is important to notify the school if you have a concern or if you believe your child is experiencing a problem.

Parent/Carer and Teacher Interviews During terms 1 & 3, parents are invited to make appointments with teachers to discuss student progress, classroom procedures, any arising issues and teacher student expectations.

Parent/Carer and Teacher Meetings Parents/Carers are welcome to discuss your child’s progress with the teachers concerned. Please email or phone the school to organise a mutually agreeable meeting time. Teachers are unable to meet with you while they are teaching or supervising other students.

Messages Parents/Carers can contact the school by telephone, email or letter. Letters that contain sensitive information should be sealed and addressed to the intended reader. Phone messages will be relayed to teachers.

EXCURSIONS

School excursions and camps are organised throughout the year for classes as part of the curriculum. You will be notified in advance of costs and venues for these events in advance. Excursions and camps are user pay and are not included in payment plans, although camps may have a payment plan option which will need to be finalised prior to the event. Students must be up-to-date with the payment of SRS fees to attend school excursions. Please contact the Accounts Receivable Officer if you are unsure of any money that may be owing. Alternate programs will be available for students who are not current with their fees.

HEALTH

Accidents and illness

Students who are sick or injured will receive treatment from staff trained in First Aid. Parents/carers will be contacted where a condition cannot be treated by first aid staff.

If a sudden illness or suspected serious injury occurs, the Ambulance will be called and if necessary will take your child to the nearest hospital or doctor. Parents will be contacted to inform them of any serious injury. If you cannot be contacted, your emergency contacts will be notified. Your child will still receive treatment which will be at your expense.

Contact details must be kept up to date to ensure that you, or the emergency contacts you have provided on your enrolment form can be contacted in an emergency. You should also update any medical information relevant to your child’s health and safety.

Anaphylaxis

Anaphylaxis is the most severe form of allergic reaction. It occurs when a person is exposed to an allergen to which they are sensitive. Common allergens that may cause anaphylaxis include cow’s milk, egg, peanut, tree nuts, fish and shellfish. Other potential allergens include soy, sesame, wheat, seeds, lupin, and latex. A student diagnosed at risk of anaphylaxis or mild to moderate allergy that requires support at school should have an Action Plan. Action plans should be reviewed when individuals are reassessed by their doctor, and each time they obtain a new adrenaline auto-injector prescription, which is approximately every 12 to 18 months. Please contact the school if your child requires an Action Plan.

Immunisation

The Queensland School Immunisation Program allows Year 7 and 10 students to be vaccinated through their school for free. If your child is immunised by your doctor, the vaccine will be free but you may be charged a consultation fee. Year 7 students are offered vaccinations against:

Human papillomavirus (HPV): 2 doses—0, and at least 6 months after first dose Diphtheria, tetanus, pertussis (whooping cough) : 1 dose

Year 10 students are offered vaccination against

Meningococcal ACWY strains: 1 dose

Before the school visit, your child will be given a consent pack that contains an information sheet with details about the disease, benefits of immunisation and any common side effects and a vaccination consent card. Read the information sheet, sign the consent card indicating whether you wish your child to be vaccinated, and return it to the school. Only students with a completed and signed consent card on the day of the school immunisation clinic will be vaccinated

Anaphylaxis is a potentially life threatening, severe allergic reaction, that requires immediate treatment.

Anaphylaxis must always be treated as a medical emergency.

Medical Conditions

If your child has a serious medical condition, please inform the school administration during enrolment and of the emergency procedures required. This information is collated into health plans and provided to staff for quick reference.

Medication

If medication is to be administered during school hours, parents must complete a medication form available from the school office. All medication must have a pharmacy label that has been prescribed by a doctor with the student name, dosage and specific time medication is to be administered included on the label. Any homeopathic medications must be accompanied by a letter from your practitioner. If these guidelines are not adhered to school staff cannot be authorised to give medication to a student.

Asthma Medication

Students can be responsible for inhalers at school with written permission from a parent or legal guardian. Please address your request to the Principal.

Infectious Disease Chart Latest information can be accessed from the Queensland Health Department website www.health.qld.gov.au.

NEWSLETTER The school newsletter is produced and emailed to parents monthly. All editions of the school newsletter is also available on our school website. Newsletters contain information about school activities, student achievements, coming events, and educational information. As part of the enrolment process you will be automatically registered on the newsletter distribution list to receive the newsletter via email.

PAYMENT FOR ACTIVITIES Payments for all excursions, camps and activities must be received at the office by the due date. Late payments cannot be accepted. Notes are issued to all students detailing relevant costs. Permission forms will also need to be signed and returned to the school.

SAFETY AND WELFARE Evacuation and Lockdown Procedures Evacuation procedures are displayed in rooms throughout the school. Families, volunteers and students should be familiar with these in case of an emergency. Regular practice sessions are provided as part of the school routine so that students are familiar with routines for evacuation or lockdown. In the advent of a severe external event, students and teachers will lock themselves in classrooms (lock down) to ensure maximum safety. Money and Valuables Students are discouraged from bringing valuables such as iPods, mobile phones and other valuables or toys to School. The School cannot accept responsibility for any theft, loss or breakage.

OUT OF BOUNDS AREAS

Photos and Videos Please be aware that some parents have requested that their children not be photographed or videoed. Check with staff before using cameras and videos to record events at school and help to maintain the confidentiality of all our families. Use of School Grounds after Hours Parents are asked to discourage students from remaining in the School grounds once school has finished unless they are participating in a supervised after school activity. Unauthorised persons on the School premises will be regarded as trespassers, unless accompanied by a member of staff, or by a person who has written authorisation from the Principal.

Visitors to the School A safe and secure school environment is a priority. It is important that all visitors in the school grounds are easily identified. All visitors including volunteers and workers, must report to the office and sign in, a name tag will be provided that must be displayed predominantly. Visitors are to sign out on departure. We ask that all parents and visitors support these measures in the interest of the security of our students. Staff and students are encouraged to report anyone in the school whom they cannot identify.

Volunteers The role of the volunteer at our school is to support our staff in providing educational programs for students in the school and community-based learning programs. If you would like to volunteer at our school please contact the school for information.

Student Leadership As a School, we value the input of our students both at Dakabin State High School and in the wider school community. Leadership structures have been designed to meet the needs of the students across all year levels to ensure our students are taking the lead and becoming active citizens. Leadership positions include:

School Captains

Vice-Captains

Junior and Senior Leaders

STUDENT RESOURCE SCHEME Dakabin State High School operates a Student Resource Scheme which offers parents an economical alternative to the purchase of classroom resources for their child. Participation in the scheme is voluntary, but those parents who join the scheme are asked to pay a fee in return for their child to access materials and resources managed by the scheme. This scheme has been fully endorsed by the School community. Details of the costs involved for the scheme, and resources supplied are included in the Enrolment pack. See also the Student Resource Scheme on the Dakabin State High School website.

TRAVEL TO AND FROM SCHOOL Parent drop off/pick up For the safety of our staff and students, parents/carers are not permitted to drive into the school grounds to drop off or pick up their child/children. Parents are able to drop students off in the designated drop off zone at the front of the school.

Bicycles Bike riders must dismount and walk across the road at crossings. Bikes are to be wheeled, not ridden in the in the School grounds to prevent injury to the bike rider or other students. Students are required by law to wear a helmet whenever they ride their bicycles and should use a bicycle lock and chain to secure their bikes to the bike rack located within the School grounds.

Scooters and Skateboards Skateboards and scooters are a form of transport for some students although they are not permitted to be ridden in the school grounds. This is due to safety issues. Students who do not observe this directive will have their skateboard or scooter confiscated. Parents will be asked to collect them from the Office.

Bus Transport Bus transport is provided to students by the following bus companies. Thompson Bus Service Ph.: 3882 1200 www.thompsonbusservice.com.au and click on “School Runs”

Hornibrook Bus Lines Ph.: 3284 1622 www.hornibrook.com.au and click on “School Services”.

CANTEEN The school Canteen is managed by the school and operates under the Queensland Government’s ‘Healthy Choices’ program. Healthy Choices is about providing to students and staff healthy food options whether from the canteen or at any school events. The canteen is available 5 days a week before school, morning tea and lunch breaks. Volunteers are valued contributors to the Dakabin High School tuckshop and are always welcome. If you are able to help, please contact the canteen on (07) 3491 5427. LOST PPROPERTY Please label all clothing and belongings clearly. Lost property is located in the Administration building. At the end of each school term, unmarked property will be used as loan property or donated to charity. SCHOOL PHOTOGRAPHS School photographs will be arranged during the year. Students are required to wear their full formal uniform. Dates for School photographs will be published in the School Newsletter. Student ID photos will be taken in Term 1 and for new students upon enrolment. STUDENT ID CARDS Students who are financial participants of the Student Resource Scheme will receive ID Cards in term 1. Parents who choose not to participate can purchase an ID card for the cost of $10.00. Lost or broken cards can be replaced at a cost of $10.00. Visit the Resource Centre to order a new replacement ID Card. SPECIALIST SERVICES To support student progress and development, Dakabin State High School has access to various onsite and visiting educational specialists. Your permission for referral, testing or support will be sought where a teacher considers that your child would benefit from these services. You may also request support through the class teacher if you have a specific concern regarding your child’s social, emotional or educational needs. The school has access to the following support services:

One full time and one part time Guidance Officer who provide counselling and assessment support to students and parents/guardians.

Learning Support Staff are engaged designing programs of enrichment or learning support as required and working with students within classrooms and in small groups.

Special Education Teachers work with students who have special needs, designing Individual Curriculum Programs and inclusive strategies to best meet individual student needs.

A School Chaplain provides support to students, staff and parents of the school community and is an integral part of the counselling and support services.

School Health Nurse

School based Police Officer

Youth Worker

Physiologist

These specialists work in partnership with parents, classroom teachers, teacher aides and specialist agencies to ensure that we provide our students with a diverse and responsive supportive school environment.

OFFICE SUPPORT AND SERVICES

The School Office is open Monday to Friday 8.00am – 3.30pm.

Money Collection

Payments can be made at the School Cashier Window in the Administration building. A receipt will be issued and sent home with your child. Students are able to make payments before school, or during break times, but not during class/learning time. Please check with your child that they bring the receipt home to you. Payments can be made by QKR app, EFTPOS, Credit Card, Direct Deposit or BPAY. Your Customer Reference Number (CRN) is listed on your invoice and statement. Please note the due date for payment of money, as payments cannot be accepted after that date. Centrepay is also an option available to parents who receive payments from Centrelink. BLUE CARD

Volunteers in the college community need to have a Positive Blue Card. The Commission for Children and Young People and Child Guardian Act 2000 requires people providing regulated services or conducting activities with children under 18 years to obtain a blue card. For further information please visit the website: http://www.ccypcg.qld.gov.au/index.aspx Blue cards for volunteers are valid for three years and there is no application fee. A volunteer or trainee student must not commence regulated child-related work until they hold a valid blue card. Volunteer parents are exempt under certain categories when providing services or conducting activities that relate to their own children. If you don't require screening under one category, you might still need screening under another. Please check all categories. Volunteers under 18 are exempt from requiring a blue card unless they are a trainee student doing a practical placement as part of their studies with an education provider.

ELECTRONIC DEVICES INCLUDING MOBILE PHONES This policy relates to the ICT Acceptable Use Policy and Agreement and the Device Policy, and should be

read in conjunction with both documents. Electronic devices have become popular items in our modern technological society and with BYO devices now common in the classroom, it is expected that all students and staff follow and adhere to strict policies. At all times, the Principal has the authority to remove the privilege of any student bringing a device to school. Devices may include, but are not limited to, desktops, laptops, tablets, mobile phones, music players and handheld game devices. This includes school owned and BYOX devices.

Devices are prime targets for theft and hence, any student who chooses to bring these to school will do so at their own risk. Dakabin State High School will not be liable for any devices damaged, broken or stolen at school or on school-related activities. School personnel will not necessarily investigate the loss or theft of phones or the other items, but will make enquiries regarding such if time and resources allow.

We understand that parents may provide their child with devices for security and travel reasons outside of school time. During class time, devices are only used at the direction of a teacher and only for curriculum related use (this excludes phones which are not to be used in class time). All devices are for learning enhancement and are not a sole means for learning. Learning is the students’ key priority at school. For emergencies or contact during the day, all calls and messages must come to the main office, and not through students’ devices.

General guidelines

Devices with photographic capacity are banned from use in showers, toilets and/or change rooms at all times.

Photographs of students or staff within the school grounds or on school related activities are only to be taken with the full permission of the person concerned.

Personal 3/4G capabilities should be disabled in all devices. The School will take no responsibility for the content accessed by students using the 3/4G facility on their personally owned devices.

Use during breaks

Devices may be used at breaks for personal use.

All forms of social media will not be accessed by any device during school time.

In circumstances where a device becomes a behaviour issue or interferes with learning, the school may confiscate the device as outlined below.

Consequences Failure to follow a teacher’s direction, in either the correct use of a device or putting the device away, will see the following enacted in accordance with DET policy (Temporary Removal of Student Property by School Staff):

1st Offence – confiscated and stored at the office until the end of the day.

2nd Offence – confiscated and stored at the office until the end of the day.

3rd Offence – confiscated and stored at the office. Parent/carer to collect from office.

Refusal to cooperate with confiscation – consequences will apply for failing to follow school processes as per our Responsible Behaviour Plan.

Students and parents should appreciate that our school policy is more lenient than other schools. Parents needing to contact students during class times are required to call the school office.

ICT ACCEPTABLE USE POLICY Etiquette All users of devices and the network are expected to respect others’ right to freedom from harassment and intimidation. Abusive, threating or unwarranted behaviour is offensive and will not be tolerated.

Responsible Use of Devices in Class During class time, devices and/or specific software are only used at the direction of a teacher. Devices and the network will only be used for curriculum related tasks, including developing literacy and communication skills, creating texts and media, conducting research and referencing, and collaborating in online environments. All devices are for learning enhancement and are not a sole means for learning. Learning is the students’ key priority at school. In circumstances where the device become a behaviour issue or interferes with learning, the school may confiscate the device as outlined below. Students are responsible for backing up files, and the school will not take responsibility for lost files.

Social Media At no time is social media acceptable and incidences of misuse, including cyber-bullying will be dealt with in accordance with the school Behaviour Management Policy.

Digital Media Devices with photographic capacity are banned from use in showers, toilets and/or change rooms at all times. Photographs of students or staff within the school grounds or on school related activities are only to be taken with the full permission of the person concerned.

Any photographs of students in school uniform, or identifiable as Dakabin SHS students, published on social media are in breach of copyright laws and must be taken down on request. A school student who uses a device to record private conversations, violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is a serious breach of the law and if detected by the school will result in a referral to the Queensland Police Service.

All games and media must be legal copies and not exceed a PG rating. No games or media may be stored on the school network unless directly related to the curriculum, and you are directed to do so by a teacher. Games and media will not be played during class time, except under teacher direction. Respect and adherence to the laws concerning copyright and other intellectual property rights. Copying files belonging to another user without their express permission may constitute plagiarism or theft. When using information from other sources, students must ensure that it is acknowledged in an appropriate manner.

Internet Students will not access personal 3G or 4G connections at school. Students will not store inappropriate material on devices. Where there is reasonable suspicion that material considered illegal or inappropriate, the school reserves the right to temporarily remove the device and institute a search for such material. Network Security Students are not allowed to have on their device or on a portable hard drive or USB any hacking or cracking program, nor are they allowed to have scripts and batch files which could cause nuisance or damage to school computers or the network.

While at school students are not allowed to use download tools to make copies of any music, movie or other media as this causes an excessive drain on the band width and can cause copyright issues. Activities such as downloading inappropriate files, playing networked games or sharing copyrighted material are strictly prohibited.

Students agree not to attempt to circumvent the school’s network security and/or filtering policies. This includes setting up proxies and downloading programs to bypass security. Reasonable attempts must be made to keep devices protected from viruses and other file damage.

Network Folders The contents of network folders are not private and may be inspected by any staff member at any time without warning or notification. Files that are not school related will be deleted without warning or notification.

Internet and Printing Privileges Students are given an initial allocation of internet download capability. This allocation resets each month. Any requests to reset this allowance before the end of month must be discussed with the HOD E-Learning for approval. Students are also given a printing allocation each year, which can be topped up upon payment to the cashier.

Passwords Passwords must be kept secret. Users must not share password or log others onto the network or internet. Understand that you will be held accountable for the use of your account and password privileges.

Use of devices during exams or assessment Personal technology devices including smart watches may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Disciplinary action will be taken against any student who is caught using a personal technology device during exams or assessments.

Special Circumstances Arrangement Students who require the use of a personal assistive technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal.

Inappropriate behaviour outside of school hours Students may receive disciplinary consequences for bullying or cyber bullying or other inappropriate online behaviour that occurs out of school hours, and affects the good order and management of the school.

Consequences if ICT Acceptable Use Policy and Agreement is breached are listed below: 1st Offence: Student network access and/or internet access suspended for 5 school days. Parent/Guardian notified. Offence noted on student's OneSchool record.

2nd Offence: Student network access and/or internet access suspended for 10 school days. Parent/Guardian notified Interview with IT / HOD E-Learning Offence noted on student's One School record.

3rd Offence: Student network access and/or internet access suspended for 20 school days. Parent/Guardian notified. Interview with Deputy Principal. Offence noted on student's One School record. Continued offences will see further disciplinary action taken, and rights to the network and/or internet suspended for the remainder of the year.

ANTI-BULLYING POLICY

At Dakabin State High School we believe that we all have the right to feel safe as we teach and learn and

the responsibility to ensure others feel safe. We are committed to working towards a safe and supportive

school so that we can all achieve to our maximum potential. It is the responsibility of all members of the

school community to promote a safe, supportive environment.

At Dakabin State High School we believe:

It is important to have positive role models within the school community.

Each person has the right to be valued and treated with respect.

Each person has the right to develop in a positive learning environment.

Classroom teaching about bullying will be complemented by reinforcing the skills, values and

strategies that are needed for students to deal effectively with instances of harassment or

bullying.

Bullying might include (ongoing);

Physical bullying – hitting, poking, tripping, pushing or damaging someone’s belongings

Verbal bullying – name calling, insults, homophobic or racist remarks and verbal abuse

Social bullying – lying spreading rumours, playing a nasty joke, mimicking and deliberately

excluding someone

Psychological bullying – intimidation, manipulation and stalking

Cyber bullying – using technology (such as email, mobile phones, chat rooms, social networking

sites etc.) to verbally, socially or psychologically bully

Bullying is not:

Arguments and disagreements

Disliking someone

Single-episode acts of nastiness or spite

Random acts of aggression or intimidation

Prevention Programs

Effective social skills and positive relationships act to prevent bullying. At Dakabin State High School we

promote effective social skills and positive relationships through:

Awareness and education about bullying and interpersonal skills within teaching and learning

programs, including curriculum and alternative programs

Year Coordinators for students with problems in their year levels. Year Coordinators often become

among the first people to hear about any bullying behaviour and will take appropriate action

including regular contact with parents.

Liaisons with professionals

Police officer (school-based)

Guidance officer

Chaplain

Youth Worker

Alternative Programs and Human Relationship Education Programs that emphasise tolerance and non-

violence can be used depending on the expertise of staff such as Shine, Girls Time Out, Strength, Stay Cool,

Reconnect Programs

Whole school approach against bullying

Effective means of communication between all members of the school community

Programs to develop intercultural understanding, pride in our cultural heritage and in our

community.

Responses to bullying

Reports of bullying will be investigated and acted upon. Responses to bullying might include support for

targets of bullying and perpetrators and/or disciplinary measures.

The teacher will intervene to stop the bullying and help the student to complete an Incident Report Form.

The teacher may work with the student or refer the situation to a Year Coordinator or Deputy Principal if

serious. Year Coordinators are the first contact in relation to bullying issues.

A teacher, Year Coordinator or Deputy Principal may:

Conduct no-blame mediations and draw up contracts between the victim and the accused.

Keep track of all bullying reports from all parts of the school.

Give feedback to the victim on what has happened with their report.

Offer strategies to cope if the incident occurs again.

Impart consequences where necessary.

At Dakabin State High School we support targets and perpetrators through a range of in class and

support interventions.

Reports of bullying are taken seriously at Dakabin State High School. Students and parents/carers

should report bullying directly to the student’s Year Level Co-ordinator

Related Websites

National Centre Against Bullying

http://www.ncab.org.au/about/

National Safe Schools Framework

http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/national_safe_scho

ols_framework.htm

Rationale All schools in Queensland are committed to providing safe and supportive learning environments for all students which address their educational needs. In Queensland, the law requires parents/carers to ensure their compulsory school age child is enrolled at school and attends school every day until they finish Year 10 or turn 16, whichever comes first.

In order to maximise learning opportunities, Dakabin State High School expects student’s attendance to be at a minimum of 90% to become successful in their academic studies.

School community beliefs about the importance of attending school

It is important that students, staff and parents/carers have a shared understanding of the importance of

attending school. Dakabin State High School

is committed to promoting the key messages of Every Day Counts

believes all children should be enrolled at school and attend school all day, every school day

monitors, communicates and implements strategies to improve regular school attendance

believes truanting can place a student in unsafe situations and impact on their future employability and life

choices

believes attendance at school is the responsibility of everyone in the community.

Responsibilities

School responsibilities:

Regularly inform students, staff and parents/carers of the Dakabin 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 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

Ensure absence records are accurate and all absences have been explained by parents/carers

Student responsibilities:

Attend all aspects of their education program, on time and with the necessary equipment.

Report to the Attendance Officer in the Resource Centre if arriving to school late and provide a note from

parent/carer. The note should clearly identify the student using student full name, year level, date, reason

for the late arrival and parent signature.

Report to student desk at the office prior to 8.35am with note from parent/carer if leaving school early. Note

to include student full name, year level, reason for departure, parent name, phone number and parent

signature.

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. Refer to Dakabin SHS Attendance Procedures

• Discuss attendance with the Form teacher, Year Level Coordinator, or Deputy Principal if there are issues

or concerns.

Parent responsibilities:

Parents/carers will work with the school to ensure that absenteeism is minimal. If your child is avoiding or

refuses to attend 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 before or on the date of

absence.

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.

Engage regularly with school staff 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

child/children are absent.

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.

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.

Acceptable reasons for absence as classified by Education Queensland:

• Personal illness/injury (e.g. genuine illness, significant injury)

• Bereavement (e.g. death/funeral of family member or extended family member)

• Inability to attend (e.g. 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 as classified by Education Queensland include but not limited to:

• Personal Appointments e.g. Hair appointments, medical check ups

• Driving lessons or test

• Celebration of own or others birthdays

• Shopping trips

• Family gatherings

• Holidays

• Sleeping in

Routine medical or other health appointments should be made either before or after school or during the

school holidays.

Strategies

At Dakabin State High School we promote 100% attendance by:

• Using IT systems to assist with monitoring and alerting parents of unexplained student absences

• Allocating school staff to work with students and families in tracking of student attendance to ensure student

success is not affected by absences

• Involving students in monitoring their own attendance rate

• Rewarding students for good or improved attendance

• Employing additional designated school staff to improve engagement of students who are at risk of disengaging

due to mental health issues, school refusal and living in out of home care.

Responses to absences

At Dakabin SHS we are committed to achieving the following target in improving attendance:

Increase the average overall % of students with attendance greater than 90%

When a student is absent without explanation for 3 days or a pattern of absences has been identified, Dakabin State High School will take the following action:

Send letter via email to parent/carer requesting a written explanation for all absences.

If absences persist, parents of students in Years 7-10 may be prosecuted as per Education (General Provisions)

Act 2006 (Qld)

For students in Years 11 & 12 with unacceptable attendance will be required to show cause as to why their

enrolment should remain effective and subsequent possible cancellation of their enrolment.

At Dakabin State High School the consequences or impacts of unexplained or unauthorised absences might include the following:

Inability to attend extra-curricular activities

Limited access to educational opportunities including tafe, apprenticeships & traineeships

Lower academic outcomes

Early school leaving

Substance use, poverty, unemployment and

Negative health outcomes.

Reporting and monitoring attendance

At Dakabin State High School reports of absence or truanting are taken seriously. Students, parents, members of community and school staff may report an absence in the following ways:

Phone the school attendance line on 3491 5460

Email: absences@dakabinshs.eq.edu.au

Alternatively email the.principal@dakabinshs.eq.edu.au for concerns regarding truanting.

Some related resources Every Day Counts

http://education.qld.gov.au/everydaycounts/index.html

Departmental Policies and Procedures

Managing Student Absences and Enforcing Enrolment and Attendance at State Schools

Roll Marking in State Schools

ATTENDANCE PROCEDURES

The Attendance Policy & Responsible Behaviour Plan is to be read in conjunction with these

procedures. Attendance is first recorded during Form class each morning and each lesson thereafter. Students need to ensure they are at Form class on time for formal roll marking each day. Teachers will only mark students as present if they are physically present in the classroom.

Students arriving late to school Students to present to the Attendance Officer at the Resource Centre with a note from the parent. The note to

include student full name, year level, reason for being late, parent name & phone number and parent signature.

Alternatively parents can phone the Attendance line on 3491 5447

Students who arrive late to school without a note from the parent/carer are to present to the Attendance Officer

at the Resource Centre who will contact parent to inform of student late arrival. Student is issued detention by

Attendance officer

Consistent late arrivals to school without permission will result in further follow up with consequences issued by

Year Level Co-ordinator (YLC)/Deputy Principal

Students leaving school for early departure

Student to present to student desk at the office prior to 8.35am with note from parent/carer

Note to include student full name, year level, reason for departure, parent/carer name & phone number and

parent/carer signature

Office to phone parent/carer to confirm early departure (if required)

Office to issue student leave request for the time of departure

Student to present leave request to teacher at time of departure

Student to wait at office until parent/emergency contact arrives to collect student

Students are not permitted to walk home, ride bike or catch train/bus during school hours due to our duty of care

for student safety

Office to issue leave pass.

Whilst we understand there may be urgent circumstances where students are required to be collected early, Admin staff are unable to contact students whilst in class, as this interrupts the learning of all students in the

classroom who are actively engaged in learning.

Students leaving school from sick bay Students who present to sick bay and need to go home – call parent to arrange collection of student

If parent unable to collect, they will need to organise an emergency contact to collect

Students are not permitted to walk home, ride bike or catch train/bus during school hours due to our duty of care

for student safety

Students are to stay in sick bay until parent/emergency contact arrives at school

Parent/emergency contact to come to office to collect student

Office to contact sickbay when parent/emergency contact has arrived for student to be sent to office. Sick bay to

issue leave pass.

Students are not permitted to phone parents directly when feeling unwell.

All first aid is required to be managed through the sick bay located in the Resource

Centre.

Students late to class If a student is late up to 10 minutes – teacher issues detention (focus upon restorative process)

Late more than 10+ minutes – consequences from the respective HOD – lunch/afterschool detention

Student leaves class without permission (truants part of the lesson) – Respective HOD issues afterschool

detention

Student truants the entire lesson – YLC issues afterschool detention/contact DP for further follow up.

ASSESSMENT POLICY

Purpose

As defined by the Queensland Curriculum & Assessment Authority (QCAA), assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed judgments about the achievement or capabilities of individuals and cohorts.

Assessment plays an integral role in improving learning and informing teaching. Its fundamental purpose is to establish where learners are in an aspect of their learning at the time of assessment (Masters 20141).

This policy aims to:

Inform students, parents and teachers of the key principles around assessment and assessment requirements at Dakabin State High School.

Ensures consistency of practice in the application of assessment conditions and treatment of assessment issues.

Purpose of Assessment

Assessment information has multiple uses, including:

1. Feedback to teachers, such as diagnostic evidence of students’ strengths, ways of learning, areas of development, the

depth of their knowledge, and their conceptual understandings, which informs the teacher, so they know what students can do, and what subsequent teaching is required to progress student learning

identification of students’ learning needs across a range and balance of assessments that enhances teachers’ ability to establish where students are in their learning and to help them attain higher levels of performance

2. Feedback to students and parents/carers that gives clear, specific, meaningful and timely feedback, allowing reflection on the learning process

and collaboration to support future learning and development evidence of student learning and advice for further progress, underpinning the provision of

meaningful reports/statements to parents/carers and others development of lifelong learners by enabling students to identify and reflect on the progress

they are making, which is crucial to building self-evaluation, self-efficacy and self-responsibility for in-depth and long-term learning

refinement of quality teaching, by supporting teacher reflection and professional learning provision of information for certification measurement and evaluation of policies, programs, interventions and teaching strategies to

provide better understanding of student achievement and growth.

Underlying Principles

Students must complete and submit mandatory assessment items to meet course requirements and maintain eligibility for credit for any semester or unit for each subject being studied. Summative assessment results will be recorded on the student’s assessment profile in each subject and unit or semester studied leading to overall levels of achievement being awarded. If a student repeatedly does not meet mandatory requirements:-

They will not have met the substantial requirements of the course as per the Education (General Provisions) Act 2006, (QLD), and as a result, could be removed from the subject. This subject would then not appear on the student’s QCE and the student could become ineligible for an ATAR.

This may become grounds for cancelling the students’ enrolment as per the Education (General Provisions) Act 2006, (QLD)

Assessment Types

Internal Assessment is developed by and administered by subject area teachers in Years 7 – 11.

Students selecting General subjects or Essential English or Essential Maths in Year 12 will engage

in three internal pieces of assessment and one piece of externally generated assessment.

Internal Assessment External Assessment

Internal Assessment can include: Examinations Extended responses Investigations Performances Practical demonstrations Products Projects Collection of work (Applied subjects

only) Internal assessment is developed and administered for General and Applied subjects and Short Courses. In Year 11, this is Formative Internal Assessment (F.I.A.) and in Year 12 the first three assessment items are Summative Internal Assessment (S.I.A.). Submission of Assignments (Extended Responses, Investigations, Products, Projects, Collections of Work): These assessment types must be submitted during the lesson of the applicable subject on the due date. If the applicable subject is not scheduled on the due date, they must be submitted to the appropriate Head of Department or to the administration office by 4pm of that same day. If submitted late (without prior AARA being granted) teachers will grade and give feedback using the evidence collected by that point in time.

External assessment is developed by the Queensland Curriculum and Assessment Authority (QCAA) for all General subjects. All external assessment for General subjects is summative and may contribute to a Queensland Certificate of Education (QCE) and Australian Tertiary Admission Rank (ATAR) calculation. Applied subjects do not include external assessment. External Assessment is: an examination held at the end of the

course of study. common to all schools administered by schools under the same

conditions at the same time and on the same day

marked by the QCAA according to a commonly applied marking scheme.

The subject matter and conditions for external assessment are determined by the QCAA and based on the relevant General syllabus. External assessment contributes 25% of the overall subject result in most senior subjects and generally assesses Unit 4 of the syllabus (subjects affiliated with The Arts assess Unit 3 and 4 content and concepts). In Mathematics and Science subjects, external assessment contributes 50% of the overall subject result and assesses Units 3 and 4.

Assessment Techniques

Assessment

technique Purpose

Examination An examination is a supervised test that assesses the application of a range of cognitions to one or more provided items such as questions, scenarios, and/or problems. Student responses must be completed individually, under supervised conditions, and in a set timeframe.

Extended response

An extended response is an open-ended assessment technique that focuses on the interpretation, analysis, examination and/or evaluation of ideas and information in response to a particular situation or stimulus. While students may undertake some research when writing the extended response, it is not the focus of this technique. An extended response occurs over an extended and defined period of time.

Investigation An investigation requires students to research a specific problem, question, issue, design challenge or hypothesis through the collection, analysis and synthesis of primary and/or secondary data. An investigation uses research or investigative practices to assess a range of cognitions in a particular context. An investigation occurs over an extended and defined period of time.

Performance A performance is an assessment technique that requires students to demonstrate a range of cognitive, technical, creative and/or expressive skills, and to apply theoretical and conceptual understandings through the psychomotor domain. It involves student application of identified skills when responding to a task that involves solving a problem, providing a solution or conveying meaning or intent. A performance is developed over an extended and defined period of time.

Product A product is an assessment technique that focuses on the output or result of a process requiring the application of a range of cognitive, physical, technical, creative and/or expressive skills, and theoretical and conceptual understandings. A product is developed over an extended and defined period of time.

Project A project is an assessment technique that focuses on a problem-solving process requiring the application of a range of cognitive, technical and creative skills and theoretical understandings. The response is a coherent work that documents the iterative process undertaken to develop a solution to a problem and includes written paragraphs and annotations, diagrams, sketches, drawings, photographs, video, spoken presentations, physical prototypes and/or models. A project is developed over an extended and defined period of time.

Assessment Calendars

By week 4 of each semester students will have access to their assessment schedules on the school

website and via email contact. Year 12 students studying General subjects from 2020 can check the

QCAA for their published external examination exam timetable.

Changes to the calendar can occur only when the relevant Curriculum Head of Department

recommends the change and it is approved by their line management Deputy Principal. Students will

need to be given reasonable notice (2 weeks minimum) of the change in due dates. Amendments will

be published via electronic contact with parents and carers as necessary.

Assessment Stakeholder Responsibilities

Heads of Department

Heads of Department are accountable for:

Quality assuring assessment items of Units 1 and 2 using both the QCAA’s Principles of Assessment and the QCAA’s Attributes of Quality assessment in Years 7 – 12.

In Years 11 and 12 Heads of Department in conjunction with the School-Based Working Party and the QCAA are responsible for quality assessment items; ensuring all assessment: is valid, is clear and fair, meets the QCAA directives for assessment and submission of student results.

Creation, maintenance and retention of mark books to store student results and for ensuring the accurate reporting of outcomes for Year 11 and 12 to the Head of Senior Schooling within designated timeframes.

Supporting teachers with the application of AARA conditions to assessment tasks

Teachers

In school-based assessment, teachers are accountable for designing assessment programs and

making judgments about the standards achieved by their students within the assessment and

reporting timeframes. This incorporates:

Support students by providing them, where appropriate, with modelling, scaffolding, and annotated exemplar responses

Engaging students in feedback and reflection on their assessment Articulating reasoning behind judgments of the standards achieved during moderation

meetings and with students and parents/carers Informing parents when students do not provide work to support a judgment of achievement,

and are likely to be awarded with a Not-Rated (N) level of achievement on their report card. Utilising the school template for junior assessment items for all assessment tasks for students

in Years 7 to 10. Students in Year 11 and 12 must receive assessment using the QCAA General and Applied subject template, selecting the template that most appropriately meets the stated assessment technique.

Retaining evidence of drafting work in case of non-submission of assessment work and/or supervising the completion of assessment in the next available lesson or lunch break after the submission date if no evidence of assessment has been submitted.

Accurately recording of assessment results within the designated mark book within timelines defined by the curriculum area Head of Department

Ensuring any student with an Access Arrangement and Reasonable Adjustment (AARA) has the approved conditions applied to the assessment task

Students

Students are responsible for:

Submitting both draft and assessment items on or before the due date Arriving on time on the due day for examinations, unless special consideration has been

formally arranged Demonstrating academic integrity Providing evidence of authentication of student work (submitting drafts with final assessment

task, demonstrate evidence of work within class and when required providing evidence of research and planning)

Ensuring all procedures surrounding the completion of assessment are followed

Parents/Guardians

Parents and/or carers are responsible for:

Supporting and encouraging their children to complete and submit all drafts and assessment by the due date.

Informing the teacher or Head of Department of any difficulties relating to the completion of assessment tasks and provide documentary evidence where necessary

Submission of Assessment

Teachers must:

Contact parent/guardian within 24 hours of an assessment task not being submitted.

Award a grade using evidence submitted before the due date. An E standard cannot be allocated when there is no evidence demonstrated. An N rating can only be allocated after consultation with the appropriate curriculum Head of Department.

Students must:

Submit a hard copy of the assessment response, the teacher annotated draft and the task sheet by 4pm on the due date

Students in Year 11 and 12 are able to assignment tasks electronically through SafeAssign by 4pm on the due date

Students submitting a USB or any other electronic storage device as part of an assessment are to place the object in an envelope or zip lock bag attached to the Assessment Cover Sheet

Late submission of Assessment

When a student submits an assessment piece after the due date set by the school, a result should

be allocated using evidence available on or before the due date, e.g. class work, drafts, rehearsal

notes, photographs of student work, teacher observations.

Absence from school on the due date is not a valid reason for not submitting an assignment on time,

this includes absence for external study commitments. If a student is unable to attend school on the

day an assignment is due they must email a digital copy of assessment to class teacher using a

confirmation receipt, providing a hard copy on the day of return to school

If illness or injury prevents any of the above options a parent or guardian must contact the school

office so that the information can be passed to the subject teacher, Head of Department and

Principal’s Delegate. A medical certificate must be provided on the student’s return to school. Failure

to do so will result in the assessment considered as a late submission and having only evidence

available on due date being marked for credit.

The grounds for AARA’s will then be considered through official processes (Principal/QCAA

Approved AARA)

Note: Technology failure (such as printer not working, work not being saved, or computer malfunction etc.) is not considered acceptable grounds for extension. If a student cannot complete formative or summative internal assessment because they require an

Access Arrangement or Reasonable Adjustment, refer to AARA Policy for more detail.

If a student has not completed formative or summative internal assessment and an AARA cannot be

applied, this student must immediately be referred to the curriculum Head of Department.

Examination Stakeholder Responsibilities Deputy Principal Senior Schooling must:

Generate Internal Examination timetable for Year 11 and 12 examinations

Communicate exam timetable and associated responsibilities to all staff

Generate supervision roster for all internal examinations, ensuring staff teaching staff are not supervising curriculum areas in which they teach the cohort

Heads of Department must:

Ensure assessment adheres to the qualities of good assessment Ensure that all assessment tasks have a clear and explicit marking guide Ensure appropriate set up of examination venue and provide all required materials to

examination supervisors Communicate to students and parents/carers the date and time of test and approved

equipment list Work with teachers to develop comparable exams for completion for students who

successfully gain AARA or Application for Illness or Misadventure

Teachers must:

Be on time for examination administration Actively supervise during examinations Mark allocated attendance roll for each examination session Ensure all examination conditions as outlined on the assessment guidelines are adhered to Notify the curriculum Head of Department for Years 7 – 10 and Principal’s Delegate and /or

School External Assessment (SEA) for Years 11 and 12 of any issues arising from the examination session as soon as possible

Notify Head of Department and parents or carers as soon as possible if a student has not attended an examination session

Students must:

Attend all tests, exams and orals at the scheduled time. These may be undertaken in normal class time or during block exams at the end of unit or term

Be on time for all examination sessions Adhere to all examination conditions relating to examination materials, perusal and all stated

assessment conditions outlined on the examination task Ensure electronic devices such as smart phones, smart watches and equipment that

allows internet access must be stored out of access for the period of the examination If a student arrives late for an external assessment, they must report to the assessment

supervisor and designated assessment venue as soon as possible. Students who arrive within 40 minutes of the scheduled starting time for the external assessment are permitted entry into the assessment venue to complete the assessment. No extra time to complete the external assessment is granted if a student arrives late

A student who cannot attend an exam must notify the Head of Department for Years 7 – 10 or Principal’s Delegate or the School External Assessment (SEA) coordinator for Years 11 and 12 as soon as practical

On return to the school the student is responsible for reporting to the relevant Curriculum Head of Department to make alternate arrangements

Proof of illness, a Medical Certificate, must be produced on the student’s return to school after an illness which causes an absence for a scheduled exam to the relevant Curriculum Head of Department

If a student becomes ill during an examination they must notify the exam supervisor. This may be before, during or immediately after the exam session

Year 12 External Assessment

External assessment is developed by the Queensland Curriculum and Assessment Authority (QCAA)

for all General subjects. All external assessment for General subjects is summative and may

contribute to a Queensland Certificate of Education (QCE) and Australian Tertiary Admission Rank

(ATAR) calculation.

The QCAA determines the timing of external assessments. External assessment occurs in Term 4, during October and November. The specific dates for external assessment are made available on the QCAA website at the beginning of each year. Students must complete external assessment on the date published on the QCAA website. Applied subjects do not include external assessment.

Year 12 – Rules For External Assessment

At the beginning of each school year, the QCAA communicates rules for students completing external

assessment. Schools are responsible for communicating the External assessment student rules to

students.

Responsibilities- External Assessment in Year 12 From 2020

School External Assessment (SEA) coordinators:

Adhere to and manage external assessment processes outlined in this handbook and the External assessment — directions for administration

Communicate to school staff, students and parents/carers the External assessment timetable External assessment student rules approved equipment list

Apply to the Queensland Curriculum and Assessment Authority (QCAA) for the rescheduling of an external assessment if external assessment timetable clash exists

Allocate teaching staff or other suitable staff to supervise external assessment. Senior secondary teachers are ineligible for supervision of an external assessment for subjects that they teach in a given year

Manage incidents when a student is suspected of or observed participating in an act of academic misconduct.

Teachers

Comply with and supervise external assessment according to the external assessment guidelines

Allow a student suspected of academic misconduct to complete the external assessment Inform the student that the SEA coordinator will be advised of an alleged incident of academic

misconduct Report an alleged incident of academic misconduct to the SEA coordinator Adhere to external assessment processes outlined in this handbook and the External

Assessment — Directions for Administration Supervise external assessment. Senior secondary teachers are ineligible for supervision of an

external assessment for subjects that they teach in a given year Report incidents when they suspect or observe an act of academic misconduct by a student

Students

Read and comply with the External Assessment Student Rules and external assessment information that is made available on the QCAA website and provided to schools each year

Read the information provided by schools, including the External assessment timetable External assessment student rules approved equipment list

Attend external assessment in which they are enrolled Provide required approved equipment for scheduled exams and ensure electronic devices

such as smart phones, smart watches and equipment that allows internet access must be stored out of access for the period of the examination

Parents

Read the External Assessment Timetable and External Assessment Student Rules on the QCAA website

Support students to participate in the external assessment in which they are enrolled Informing the Principal’s Delegate of any difficulties relating to the completion of

assessment tasks and provide documentary evidence where necessary

Illness and Misadventure

Illness and Misadventure provides for students whose ability to attend, or perform in internal or

external assessment is adversely affected by an unexpected event. Illness and misadventure can

affect a single student or a group of students.

The following guidelines apply for illness and misadventure:

A student who has been approved for AARAs in Years 11 and 12 is not eligible to apply for illness and misadventure consideration for the same condition, unless it can be demonstrated through evidence that a significant deterioration or complication of the condition occurred which diminished the student’s performance in assessment.

The condition or situation must be unforeseen and beyond the student’s control. An adverse effect must be demonstrated.

The condition or situation cannot be of the student’s own choosing or that of their parents or carers, such as a family holiday.

Misreading an external assessment timetable is not adequate grounds to submit an application for AARA or Illness and Misadventure Application

Typically, students are responsible for initiating an application for illness and misadventure if they believe they have been adversely affected by illness or other emergent circumstances.

Examples of illness and misadventure:

For Internal assessment External assessment

A student who is ill and able to attend summative internal assessment should inform the Principal’s Delegate or assessment supervisor of their condition as soon as practical. This may be before, during or immediately after the assessment session.

Principal-reported AARA should be implemented to provide, when possible, opportunities for the student to complete assessment. Example arrangements such as comparable assessment and extensions may

A student who is ill and able to attend the external assessment should inform the Principal’s Delegate or the curriculum Head of Department of their illness as soon as practical. This may be before, during or immediately after the external assessment session.

A student who cannot attend an external assessment must notify the Principal’s Delegate or the SEA coordinator as soon as practical.

be considered when illness or misadventure is established.

Principal-reported AARA are implemented by the school until the closing date for AARA applications, as published in the Senior Education Profile (SEP) calendar. All efforts should be made to complete internal assessment.

When summative internal assessment in Year 12 cannot be completed using principal-reported AARA by the closing date, schools should complete an Application for Illness and Misadventure via the QCAA Portal. Applications for Illness and Misadventure close seven days after the closing date for principal-reported AARA.

The student is responsible for completing the relevant sections of the Application for Illness and Misadventure and obtaining the independent documentation to support the application.

A separate application is required for each assessment for which consideration is being sought. Schools will be asked to supply supplementary information to verify the student’s application.

For external assessment the Application for Illness and Misadventure are accessed:

for students, via Student Connect

for schools, via the QCAA Portal.

Applications for Illness and Misadventure for external assessment:

open 14 days before the start of the external assessment schedule

close seven days after every relevant external assessment

When a subject cohort is affected by circumstances of illness and misadventure, schools

submit an application on behalf of the student group. In such circumstances, schools should

contact the QCAA at the first opportunity for advice.

Supporting documentation for illness and misadventure — internal and external assessment

To make an informed decision about an illness and misadventure application, Dakabin State High School and the QCAA require a report that includes the following details: Diagnosed illness, condition or event Date of diagnosis, onset or occurrence Symptoms, treatment or course of action related to the condition or event Explanation of the probable effect of the illness, condition or event on the student participating

in the assessment For non-medical claims, written evidence from a relevant independent professional or other

independent third party.

Academic Integrity and Academic Misconduct

Dakabin State High School and QCAA promotes academic integrity. Academic integrity is how a person

approaches their academic responsibilities in an honest, moral and ethical way. Teachers, parents and

carers and others who support students in their learning must adhere to the guidelines for academic integrity.

Plagiarism, the copying of another person’s ideas, text, or other creative work and presenting it as one’s

own, will not be tolerated. Examples of plagiarism include:

Copying or closely paraphrasing sentences or paragraphs.

Copying ideas, concepts, tables, designs, sounds, images, music, scripts, research data mathematical workings etc.

Copying or adapting another student’s work.

“Cutting and pasting” statements gathered from a variety of sources.

Submitting work produced by someone else on the student’s behalf.

Types of Academic Misconduct defined by the QCAA Academic misconduct incorporates a broad range of behaviours in which students inappropriately and

falsely demonstrate their learning. Academic misconduct may be considered along a continuum of breaches

that range in the significance of misconduct and intent.

Type of misconduct Examples

Cheating while under supervised conditions

beginning to write during perusal time or continuing to write after the instruction to stop work is given

using unauthorised equipment or materials

having any notation written on the body, clothing or any object brought into an assessment room

communicating with any person other than a supervisor during an examination, e.g. through speaking, electronic device or other means such as passing notes, making gestures or sharing equipment with another student

Collusion when working in a group, submitting a response that is not individual (the response submitted by each student must be the student’s own work)

assisting another student to commit an act of academic misconduct

Contract cheating/ significant contribution of help

asking for help on an assessment item from a tutor or a person in a similar supporting role that results in the tutor/other person completing or significantly contributing to the response

paying for someone or a service to complete a response to an assessment

Copying work deliberately or knowingly making it possible for another student to copy responses

looking at another student’s work

Disclosing or receiving information about an assessment

giving or accessing unauthorised information such as the answers to an examination prior to completing a response to an assessment

making any attempt to give or receive access to secure assessment materials

Fabricating inventing or exaggerating data

listing incorrect or fictitious references

Impersonation allowing another person to complete a response to an assessment in place of the student

Misconduct during an examination distracting and disrupting others in an assessment room

Plagiarism or lack of

referencing completely or partially copying or altering another person’s work without attribution (another

person’s work may include text, audio-visual material, figures, tables, images or information)

Self-plagiarism duplicating work or part of work already submitted as a response to an assessment

Stakeholder Responsibilities

Dakabin State High School can supports academic integrity by:

Developing curriculum and assessment that allows for the identification of individual work

Fostering a learning environment that encourages mutual trust and respect for developing individual work by appropriately acknowledging the ideas, work or interpretation of others

Giving students access to resources that enable students to self-assess their compliance with academic integrity guidelines before submitting responses

Using QCAA-developed online courses and school-developed programs to help students and teachers understand the importance of academic integrity

Developing processes to manage, resolve and appeal cases of academic misconduct

Teachers

Take reasonable steps to ensure that each student’s work is their own across a range of conditions, particularly when students have access to electronic resources, when they are preparing responses to collaborative tasks, and when they have access to others’ ideas and work

Collect evidence of the authenticity of student responses Ensure assessment decisions are fair and equitable for all students Implement strategies to ensure authentication of student work.

Students:

Sign a declaration on the cover sheet of the task stating that it is their own original work.

Draft assignments and keep copies of their drafts (e.g. saving drafts as “Version 1”, “Version 2”)

Reference other sources used

Provide a bibliography

Not engage in any type of academic misconduct

May be required to submit their final response using plagiarism-detection software

May be required to complete an approved course about academic integrity

May be required to participate in interviews during and after the development of the final

May be required to provide documentation of the drafting progress (e.g. planning, research notes, drafts).

Parents

Support the efforts of teachers and students to authenticate student responses Encourage student to approach their academic responsibilities in an honest, moral and ethical way Alert the teacher if you suspect that your student has engaged in academic misconduct

Consequences for Plagiarism Include but are not limited to:

Students cannot be graded on work that is not their own. If plagiarism is confirmed, the sections of work in

question cannot be used to make a judgment about student achievement.

Where a student is found to have plagiarised significant portions of the task, only the elements of task that are their own original work will be graded

Where a student is found to have plagiarised the entire task, it will be treated as a non-submission. In both cases, consequences will be applied

Serious incidents that are unable to be reasonably managed by the external assessment supervisor may result in the student being excluded from the assessment room.

Parents/Caregivers notified Head of Department notified Parts of the exam in question may disregarded while grading the exam. The student may be required to complete an alternative exam at the soonest possible opportunity.

When a student is suspected of or observed participating in an act of academic misconduct students are

permitted to complete the assessment despite the alleged incident of misconduct and are notified at the end

of the session that a report may be made to the Head of Department, Deputy Principal (Senior School) and

QCAA (for summative and external assessment).

Drafting Policy

A draft is a preliminary version of a student’s response to an assessment. The quality of a draft may

vary from a brief outline to a response that is nearing completion. Drafts can also be used to

authenticate student work.

Teachers and other participants in the teaching, learning and assessment process play a significant role in providing feedback on draft student responses.

The type of draft students submit differs depending on the subject and assessment technique. For example, if an assessment instrument requires a presentation as the response, a draft might be a rehearsal of this presentation.

Drafting Responsibilities

Teachers must

Provide feedback at least once for all assessment tasks which permit it up to the maximum number indicated by ACARA and QCAA guidelines

Provide feedback within a week of draft submission Not correct or edit all the textual errors in a draft. Editing and proofreading for spelling, grammar

and punctuation is not a part of the draft feedback process Provide feedback only on a draft submitted by the draft due date. Verbal feedback only may be

provided after the due date Provide a summary of their feedback and advice to the whole class Notify parents by phone as soon as practicable if a student fails to submit a draft. Record this

contact on OneSchool and refer to appropriate Heads of Department Use evidence from drafts for marking assessment if no evidence of work is provided by

assessment due date Retain evidence of the drafting process. This may be electronic copies of draft assessment,

recording of rehearsal performances, photographic evidence of project work or evidence of class work related to assessment objectives

Provide feedback in alignment with Feedback Policy, and not assign a grade for students for drafts unless draft materials are used as student’s final submission

Students must

Actively participate within assessment completion and feedback lessons

Submit completed drafts by the stated due date, meeting all the required elements of the task

Apply for AARA or Application for Illness and Misadventure a minimum of 48 hours prior to the published draft and due date

Scaffolding Tasks may include appropriate examples of scaffolding. Scaffolding or task instructions

should not lead to a predetermined response or interfere with students’ ability to demonstrate

their knowledge and understanding of the relevant criteria.

When scaffolding in an assessment context, it is important that the integrity of the

requirements of the task or assessment instrument are maintained so a student’s response

is their own.

As per advice within the QCE/QCIA Handbook 2019, scaffolding may include:

breaking a complex task, learning experience, concept or skill into discrete parts modelling thought processes required to complete parts of an assessment instrument pre-teaching vocabulary specific to the subject and assessment instrument questioning to develop students’ conceptions, describe interpretations or challenge

opinions that inform a response showing examples of responses and demonstrating the match to performance

descriptors using visual frameworks or graphic organisers to plan responses.

To assist with academic integrity scaffolding may include:

providing a timeline or checkpoints that students can use to manage completion of components of the assessment instrument

guiding students to make predictions and/or reflect on their learning to complete the requirements of the assessment instrument

providing prompts and cues to inform students about the requirements for their response

Feedback Policy Feedback is an integral part of the inquiry cycle, feeding into multiple points of the cycle. Research supports the power of feedback, in particular formative feedback, as “one of the more powerful weapons in a teacher’s arsenal” (Marzano, 2007).

It is important to note that feedback has a role most importantly within the implementation of formative assessment throughout the unit of work. While this policy focuses upon the role of feedback within the drafting process teachers, as professionals, should be implementing regular instances of formative assessment within a unit of work to ensure they are modelling the inquiry cycle to students and using this information to inform the progression of work with students.

Stakeholder Responsibilities:

Teachers: Set regular draft or rehearsal dates for students to engage within Provide individualised written feedback on a maximum of one draft of each student’s response.

As part of the scaffolding process consider the structure of scaffolding and the potential to build in feedback sessions for planning.

Deliver a summary of whole class feedback after a drafting and/or assessment period Feedback will focus on indicating aspects of the response that need to be improved or

developed to meet the requirements of the assessment instrument, ISMG, instrument-specific standards or syllabus standards. Within feedback students may be advised to:

• consider other aspects of the text, report, performance or activity they are creating or

responding to

• develop their response to show more awareness of the audience

• give priority to the most important points by rearranging the sequence and structure of

ideas

• conduct further investigation to support an argument or communicate meaning

• adhere more closely to the referencing style selected by the school.

Feedback should not compromise the authenticity of student work. Teachers may not introduce new ideas, language or research to improve the quality of student responses. Similarly, teachers may indicate some key errors in spelling, grammar, punctuation and calculations, and remind students that the draft requires more editing, but should not edit or correct all errors in a draft.

Prepare students to participate within peer feedback sessions and to critique their own work Store copies of draft assessment with feedback

Students:

Meet set deadlines for drafts and assessment Actively engage and participate within learning and feedback opportunities Take time to edit work prior to draft submission to allow for provision of quality feedback

Moderation Policy Moderation is a process for developing consistency or comparability of assessment judgments across

different assessors. Through a whole school moderation approach we seek to build staff capacity and

continuous improvement in teacher practice. Within the inquiry approach moderation clearly holds it

place within the ‘Develop and Plan’ and ‘Review’ stage of the process, as the aim is to ensure

alignment within the intent of assessment and consensus with final results allocated to evidence of

student work.

The Dakabin State High School approach to moderation is designed to:

develop capacity to align curriculum, pedagogy, assessment and reporting before assessment takes place, at the planning stage, and at appropriate times throughout

teaching and learning.

support consistency of teacher judgments against the relevant achievement standards after assessment takes place, before it is graded, and after it is graded

support accuracy of reported results against the relevant achievement standards at the end of the reporting period using assessment folios

Points of Moderation

Pre-Unit Calibration has the purpose of aligning all teachers prior to engaging within a unit of work to ensure a common understanding around:

Curriculum intent

Alignment between learning experiences and curriculum intent

Key learning experiences and appropriate opportunities for formative assessment junctures

Assessment intent, links to syllabus and understanding criteria standards

Exemplar assessment and marking standards

Consensus Moderation has the purpose of ensuring comparable judgements are being applied to

evidence provided within student’s assessment.

Possible approaches include teachers: blind marking (anonymising) sampling, e.g. peer review of random responses reaching consensus through peer discussion and review before, during and/or after

assessment. This includes: conducting internal comparability meetings marking previously agreed upon quality of work using QCAA-annotated responses checking borderline results undertaking calibration activities

completing distributed, cross and double marking training.

CurriculumDevelop shared

understanding about Curriculum and

relevant achievement standards

Pre-Unit Calibration

PedagogyAlign pedagogy and

curriculum to the summative assessment

Formative feedback, what if not on track? What if on track.

AssessmentMake comparable judgements about

student performance on summative assessment.

Consessus Moderation post marking as per Head of Departments Moderation Schedule

ReportingMake comparable

judgements for reporting overall levels

of achievement.

Faculty Meeting overviewing requirements for making global judgement

To enhance the accuracy and reliability of the judgment before beginning marking, assessors must familiarise themselves with:

the assessment instrument to be clear about what is being assessed ISMGs to ensure they thoroughly understand the characteristics described in

performance levels the meaning of the qualifiers and cognitions that differentiate each of the performance-

level descriptors.

Stakeholder Responsibilities:

Heads of Department:

Ensure assessment task final copies are save to appropriate locations on network drives

Organise and support the completion of Pre-Unit Calibration

Organise and Complete Assessment Moderation

Support and promote the use of tools to summarise the needs of students, and conversations around strategies to respond to these needs

Lead the process of implementing opportunities to implement formative assessment

Monitor and check for evidence of differentiation in curriculum planning documents

Teachers:

Check for criteria for alignment with ACARA and/or Syllabus documentation

Ensure that subject unit plan and assessment item are completed and presented on time for Pre-Unit Calibration.

Participate in Pre-Unit Calibration and ensure you have a clear understanding of the curriculum intent as it weaves through the unit sequence, assessment, learning goals, feedback and reporting.

Complete marking in a timely manner (typically within seven days)

Engage in faculty specific Assessment Moderation to ensure appropriate and consistent matching of evidence in responses to Task Specific Achievement Standard Descriptors and ISMGs.

Justify reasons for awarding standards/marks across a range of student responses by identifying evidence matched to performance-level descriptors and providing feedback as per Feedback Guidelines above

Complete faculty Assessment Moderation practices BEFORE releasing results to students

Related Policies and Legislation: Legislation

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Education (Queensland Curriculum and Assessment Authority) Act 2014

Education (Queensland Curriculum and Assessment Authority) Regulation 2014

Disability Discrimination Act 1992

Anti-Discrimination Act 1991

Disability Standards for Education 2005

Relevant Policies

QCAA October 2018 - QCE & QCIA Policy and Procedures,4.6.1 School-based assessment policy

QCAA October 2018 - QCE & QCIA Policy and Procedures 7.1 – 7.8 Access arrangements and reasonable adjustments

QCAA October 2018 - QCE & QCIA Policy and Procedures 4.1 – 4.6 Assessment

QCAA October 2018 - QCE & QCIA Policy and Procedures 5.1 – 5.8 Internal assessment quality management system

Roadmap for P-10 curriculum, teaching, assessment, and reporting – Department of Education, Training, and Employment (DETE) 2011

SUN PROTECTION POLICY

Rationale Queensland has the highest rate of skin cancer in the world. Of all new cancers diagnosed in Australia each year, 80% are skin cancers. Research indicates that childhood sun exposure is an important contributing factor to the development of skin cancer later in life. Given that students are at school during peak ultraviolet radiation (UVR) times throughout the day, schools play a major role in both minimising student’s UVR exposure and providing an environment where policies and procedures can positively influence student behaviour.

Skin damage, including skin cancer, is the result of cumulative exposure to the sun. Research shows that severe sunburn contributes to skin cancer and other forms of skin damage such as sunspots, blemishes and premature ageing. Most skin damage and skin cancer is therefore preventable. Ultraviolet radiation (UVR) levels are highest during the hours that children are at school. As children will spend a portion of their day outdoors, we are committed to protecting them from the harmful effects of the sun.

Staff of Dakabin State High School realise the need to protect children’s skin and educate them about Sun Smart behaviour, thus reducing their risk of skin damage from exposure to the sun.

Aims This policy and plan aims to:

provide ongoing education that promotes personal responsibility for skin cancer prevention and early

detection;

provide environments that support SunSmart practices;

create an awareness of the need to reschedule work and outdoor activities to support SunSmart

practices where possible.

Procedures Our school recognises that winter sun also contributes to skin damage.

The purpose of this SunSmart policy is to ensure that all children attending Dakabin State High School are protected from the harmful effects of the sun throughout the year.

Key Elements Personal and Group Sun Safety

Society and Culture

Physical Environment

Guidelines for Addressing Skin Cancer and Sun Safety

Effective Practice Practices to be Avoided

Overarching

Guidelines Promote a range of sun protection strategies/habits

Develop positive attitudes towards protecting skin

Challenges cultural complacency to sun exposure

Where possible reschedule outdoor activities

Encourage self-examination for skin cancer

Develop and raise awareness of school's sun

safety policy with students, parents and staff

Rely on sunscreen as the sole sun

protection strategy

Encourage the use of solariums or fake

tanning products for 'safe ' tanning

Run screening or early-detection

promotional programs for skin cancer

Employ teaching practices that contradict

sun safety messages

OUR COMMITMENT

Dakabin State High School will:

ensure staff act as positive role models by practising SunSmart behaviour (i.e. wear hats outdoors (broad brimmed

where practicable), apply sunscreen, wear clothing which provides adequate protection)

organise special activities which promote and encourage SunSmart awareness (e.g.. visiting speakers, competitions)

remind students to apply sunscreen, wear hats and to play in shaded areas

involve students in a variety of learning activities which develop knowledge, attitudes and skills relevant to personal

skin protection on an annual basis

use shaded areas for outdoor activities where possible (including erecting the portable shades)

encourage students to wear hats as they leave the classroom for outdoor activities and recess.

educate students for self-responsibility

assist parents with ideas to encourage their children to be SunSmart

educate and raise awareness within the school community about the dangers and long term effects of over exposure to the

sun

take appropriate measures during times of extreme UVR levels (i.e. no oval days)

inform parents of the SunSmart Policy and Plan when they enrol their child

include the SunSmart policy and plan in the school prospectus

increase the amount of shade in the school grounds, where possible, by building shelters and planting trees

incorporate education programs that focus on skin cancer prevention into the school curriculum

encourage all teachers and staff to act as positive role models for children in all aspects of SunSmart behaviour

seek ongoing support from parents and the school community for the SunSmart policy and its implementation,

through newsletters, parent meetings etc.

encourage all students and staff wear hats, and SPF 30+ broad- spectrum, water-resistant sunscreen, when involved in

outdoor activities

ensure the school dress code conforms with the Queensland Cancer Fun SunSmart clothing guidelines.

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

keep abreast of current research in SunSmart behaviour, i.e. the wearing of sunglasses

Our Expectations

Parents/caregivers will:

provide a hat for their child and ensure that they wear it at school. School recommends the Queensland Cancer

Fund recommendations for the following hats:

- 8-10 cm broad brimmed

- legionnaire-style (for younger children)

encourage their child to apply SPF 30+ broad-spectrum, water-resistant sunscreen 20 minutes before leaving for school;

ensure that their child’s clothing provides adequate protection from UVR. The Queensland Cancer Fund recommends

clothing that has the following features:

- dark coloured

- collars and sleeves

- closely woven fabric

- natural fibre

act as positive role models by practising SunSmart behaviour

support the school’s SunSmart policy and plan in principle and in practice

help to design and regularly update the policy and plan

wear suitable hats and other sun protective clothing when volunteering at school for outdoor activities

provide a protective sun shirt or T-shirts for wear during all school water-based activities

Students will:

be aware of the school’s SunSmart policy

take responsibility for their own health and safety by being SunSmart

comply with SunSmart rules and guidelines by wearing suitable hats, clothing, sunscreen (compulsory) and

sunglasses (optional)

apply SPF 30+ or higher, broad-spectrum, water-resistant sunscreen 20 minutes before going outdoors

use shaded or covered areas when outdoors as much as possible

act as positive role models for other students in all aspects of SunSmart behaviour

participate in SunSmart education programs as provided within the curriculum program

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Dakabin State High School

Responsible Behaviour Plan for Students

(2016-2019)

based on The Code of School Behaviour

1. Purpose

Dakabin State High School is committed to learning, creativity and innovation as the platform

upon which to build prosperity and quality of life for all of its students. Dakabin State High

School is strongly committed to providing a quality, futures-oriented education that enables

all students to achieve to their full potential.

The school’s Responsible Behaviour Plan for Students supports high expectations of

behaviour through personal and collective responsibility and accountability. It supports

teachers to deliver high quality, equitable and inclusive programs to all students. The

Responsible Behaviour Plan assists students to develop positive behaviours and life skills

for students, so they can participate positively within and beyond our school community.

2. Consultation and data review

Dakabin State High School has developed this plan and undertaken a process of

consultation which insures that students, teachers and the broader school community have

played a significant role in the creation of the Responsible Behaviour Plan for Students.

Following an external school review Dakabin SHS began an internal review process where

broad consultation with parents, staff and students was undertaken through semester 2,

2015. A review of student behaviour data was undertaken and the identified outcomes drove

the development of the Plan.

3. Learning and behaviour statement

Dakabin State High School believes that all students, teachers and members of the school

community have a right to learn, to teach and to work in a safe, supportive and orderly

environment. This includes a school free from disruption, harassment and intimidation, where

members of the school work in partnership for the good of the individual and the school.

Our Responsible Behaviour Plan is based on Education Queensland’s Code of School

Behaviour and the shared beliefs of the school community.

Dakabin State High School’s values underpin all school rules. At Dakabin State High

School we value:

• Learning – Are you ready to learn?

• Discipline – Are you following routines?

• Community – Are you showing respect?

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

unacceptable behaviour

Dakabin State High School believes that all people are responsible for, and control their own

behaviour. The school believes that individual students can be supported to recognise and

address behaviour that operates outside of the stated expectations for student behaviour.

The school believes that most behaviour can be dealt with through effective classroom

management strategies and has created mechanisms to promote this within the school. Our

approach considers support from the following perspectives:

- Whole school support; - Targeted programs and classroom support; - School Wide Positive Behaviour Support; - Intensive individual student support; and - Gold Card program - VIVO recognition program - Leadership programs

Dakabin State High School believes that students will be engaged in learning when the

curriculum and learning activities are connected to their lives and to the real world.

We value difference and diversity and accommodate them within our school community by

fostering a student-centred approach to behaviour management within the context of the

whole school framework.

We believe that planned behaviour management:

• Promotes an effective teaching and learning environment;

• Can be achieved by a whole school approach;

• Is adhered to by all staff and is easily understood by students, parents and

the community;

• Is consistent, fair, firm and does not detract from a person’s dignity;

• Relies on everyone’s active involvement – students, parents and staff.

Universal behaviour support Dakabin State High School’s approach to behaviour management has been developed after

consulting across the school community. It is a whole-school approach to behaviour

management because it values and incorporates the essential contribution of parents,

teachers, students, internal and external support staff and outside agencies in supporting

student’s learning. This has been demonstrated by:

• Consultation about prior and alternative behaviour management theories and

systems;

• Thorough review and understanding of Education Queensland’s Code of School

Behaviour and the Essential Skills for Classroom Management;

• Establishment of behavioural programs that are known and understood by the school

community;

• School wide expectations and school rules are overtly taught to all students and

displayed in classrooms.

• School Wide Positive Behaviour has been adapted to Dakabin State High School

needs to support positive behaviour in our school.

Part of the standardised practice for incidental behaviour management is to refer to these

published rules;

• Parents, teachers, students and support staff have access to meaningful

professional development and

• Managing student’s needs on a case-by case (inclusive) basis by following clear

processes that are confirmed by data collected over time. These processes are

fundamentally underpinned by the concept of natural justice.

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All members of the school community are expected to support the Responsible Behaviour

Plan at Dakabin State High School. Education Queensland’s Code of Behaviour makes it

clear parents 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 school staff in maintaining a safe and respectful learning environment for

all students

- Initiate and maintain constructive communication and relationships with school staff

regarding their child’s learning, wellbeing and behaviour

- Contribute positively to behaviour support plans that concern their child”

Mechanisms have been put into place to facilitate this, these include classroom/school

rules and expectations of behaviour which:

• are collaboratively developed

• reflect the values of the broader community

• are written in common (student centred) language

• focus on positive practices and behaviour that support the learner and the teacher

• are modelled by staff

• are implemented in a clear, transparent and consistent manner.

Our behaviour philosophy is also used to support students through the use of ancillary and

support staff. Students are supported to operate within the tenets of the behaviour system

by accessing:

• The School Based Police Officer (SBPO)

• The school’s Guidance Officer

• The Indigenous Support Staff

• The school’s youth worker, chaplain and nurse

• District Behaviour Support Staff.

• Peer mentoring program linking seniors with students in the middle school

• Year Level Co-ordinators and Head of Department networks.

Positive Reinforcement

Positive reinforcement is a well-documented means of promoting and maintaining

acceptable and appropriate behaviours. At Dakabin State High School, energy is directed

by classroom teachers, administration and support staff into reinforcing positive behaviours

through actions such as:

- Praise through the Gold Card program; - Praise through the VIVO program; - Encouragement; - Recognition on OneSchool (positive entries) - Recognition activities; - School leadership opportunities and appointment as Middle School and Year

12 School Leaders.

Targeted behaviour support

Dakabin State High School uses a range of other strategies to support student learning

needs and therefore engage students. Some of these include:

• Various extension and support classes

• Tutorial classes which cater to student interest

• Curriculum modification (part timetable) in conjunction with work-experience and

work readiness programs

• Pathways classes run, which focus on literacy/numeracy programs, QCS

preparation, live skills programs, etc.

• Accessing anti-bullying and gender specific anger management programs

• Indigenous programs to target social and emotional wellbeing.

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Intensive behaviour support Dakabin State High School implements reactive /corrective strategies for critical incidents.

These incidents must be dealt with in a timely manner, ensuring natural justice for all. A

case management approach (satisfying the needs of the individual), which accesses

internal and external agencies is used to support students at risk.

Students have a responsibility to work within the expectations of the school community as

stated in the Expectations of Students.

5. Emergency responses or critical incidents An emergency situation or critical incident is defined as an occurrence that is sudden,

urgent, and usually unexpected, or an occasion requiring immediate action.

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

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

Basic Defusing Strategies:

Avoid escalating the problem behaviour

Avoid shouting, cornering the student, moving into the student’s space, touching or

grabbing the student, sudden responses, sarcasm, becoming defensive, communicating

anger and frustration through body language.

Maintain calmness, respect and detachment

Model the behaviour you want students to adopt, stay calm and controlled, use a serious

measured tone, choose your language carefully, avoid humiliating the student, be matter of

fact and avoid responding emotionally.

Approach the student in a non-threatening manner

Move slowly and deliberately toward the problem situation, speak privately to the student/s

where possible, speak calmly and respectfully, minimise body language, keep a

reasonable distance, establish eye level position, be brief, stay with the agenda,

acknowledge cooperation, withdraw if the situation escalates.

Follow through

If the student starts displaying the appropriate behaviour briefly acknowledge their choice

and re-direct other students’ attention towards their usual work/activity. If the student

continues with the problem behaviour then remind them of the expected school behaviour

and identify consequences of continued unacceptable behaviour.

Debrief

Help the student identify the sequence of events that led to the unacceptable behaviour,

pinpoint decision moments during the sequence of events, evaluate decisions made, and

identify acceptable decision options for future situations.

Physical Intervention

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

been exhausted and a student is:

Physically assaulting another student or staff member

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

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Appropriate physical intervention may be used to ensure that Dakabin State High School’s

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

physical intervention is only considered appropriate where the immediate safety of others is

threatened and the strategy is used to prevent injury.

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

leading a student by the hand/arm, shepherding a student by placing a hand in the centre

of the upper back, removing potentially dangerous objects and, in extreme situations using

more forceful restraints.

It is important that all staff understand:

Physical intervention cannot be used as a form of punishment

Physical intervention must not be used when a less severe response can

effectively resolve the situation.

The underlying function of the behaviour.

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

• Property destruction

• School disruption

• Refusal to comply

• Verbal threats

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

Any physical intervention must:

• Be reasonable in the particular circumstances,

• Be in proportion to the circumstances of the incident

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

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

student.

Record keeping

• Each instance involving the use of physical intervention must be formally

documented. The following records must be maintained:

• Incident report

• Health and Safety Incident Record

• Debriefing report (for student and staff)

6. Consequences for unacceptable behaviour

Dakabin State High School is a work environment and behaviour in keeping with a work

environment is required. Expectations at Dakabin State High School regarding safety,

behaviour, dress standards and relationships are similar to any workplace.

The following rules have been established to complement and support students

expectations outlined in specific school policy documents.

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Learning, Discipline and Community

1. Students are expected to behave in a manner which brings credit to themselves and to

the school.

2. Students must comply with the directions of, and be respectful to, their teachers and

other authorities including members of the community.

3. Students should report any incidents of bullying or harassment.

4. Students are to be courteous to all school staff.

5. Students must respect the rights of all students to learn. Disruption, failure to follow

teacher instructions and any behaviour that interferes with the teaching and learning

process are unacceptable.

6. Students must respect the rights and property of the school and others. All actions likely

to results in injury to others or loss of, or damage to, property are forbidden.

7. All students are to assist in keeping rooms and grounds clean and tidy. Students must

obey teacher instructions to pick up litter.

Student behaviour that does not comply with expected standards is not acceptable.

When a student displays behaviour issues, he/she will engage with a range of support

personnel to attempt to resolve the issues.

Consequences are to be applied to:

• Provide the opportunity for all students to learn

• Ensure the safety of staff and students

• Assist students who exhibit challenging behaviours to accept responsibility for

themselves and their actions

• Ensure that students, parents and their teachers take a role in a process of natural

justice and procedural fairness.

In applying consequences for unacceptable behaviour, the individual circumstances and

actions of the student and the needs and rights of school community members will be

considered at all times. Students will be dealt with on a case-by-case basis.

Dakabin State High School will use a range of consequences that are authorised by

Education Queensland, including:

• detentions

• suspensions

• exclusions

• cancellations of enrolment.

Certain types of behaviour are serious enough to warrant the consequences of

recommendation for exclusions.

• These consequences are to be used after consideration has been given to all other

responses.

• Access to alternative programs and input from other agencies may be necessary

for students who repeatedly operate outside of the minimum standards for student

behaviour.

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Examples of Minor Problem Behaviours and Consequences

Behaviour

• Classroom disruption

• Failure to complete set tasks

• Poor attitude to class/lack of commitment to tasks

• Failure to bring required resources

• Inappropriate interaction with others

• Inappropriate language

• Insolence

• Failure to observe workplace/health and safety guideline – minor instances

• Rudeness to other people

• Disrespectful attitude

• Inappropriate touching (kissing and cuddling)

• Skipping a class

• Truancy – first offence

• Leaving school grounds without permission – first offence

• Minor misbehaviour in class/playground/bus/school sports/school functions/on

excursions

• Failure to comply with policy on acceptable computer usage

• Failure to comply with uniform policy

• Failure to comply with the mobile phone policy

• Failure to follow the litter policy – first instance

Consequences

• Detention

• Referral to Senior Classroom

• Community Service

• Daily Behaviour and Attendance Monitoring Card

• Letter issued by Student Services

• Withdrawal of computer network access

• Confiscation of mobile phone or other electronic device

• Confiscation of inappropriate materials

• Repairing damage to property/restitution

• Counselling or mediation

• Referral to school support team

• Intervention meeting

Examples of Major Problem Behaviours and Consequences

Gross Acts of Misconduct can take a variety of forms and the school can enact a range of

consequences. The consequences will be administered in a sliding scale based on

frequency and severity of the incident and the profile and past history of the student.

Behaviour

• Behaviour that brings the school into disrepute

• Disruption in, or overuse of, the Referral System

• Repeated and/or serious disruption to learning

• Refusal to engage in a referral system

• Repeatedly skipping classes

• Repeated truancy

• Smoking

• Litter infringement – second or subsequent instance

• Persistent or wilful refusal to comply with instructions/rules/school policies/plans

• Serious and/or gross defiance

• Giving a false name/refusing to give your name

• Gross insolence

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• Gross disobedience

• Gross defiance

• Serious and/or repeated instances of bullying

• Aggressive behaviour in actions with people or property

• Refusal to cooperate with behaviour management plans or programs of instruction

• Dishonest behaviour e.g. fraud, lying, forgery

• Offensive gestures or comments

• Unethical behaviour

• Verbal harassment (use of obscene/offensive language)

• Verbal threats (abuse, intimidation, bullying)

• Physical harassment (interference, abuse, intimidation, rough handling)

• Physical violence/assault – hitting, kicking, punching, throwing objects at others –

against adults (teachers, aides, parents, visitors etc.) and against students

• Wilful damage/vandalism

• Repeated or serious bullying instances, including cyber bullying

• Contraventions of the usage of electronic devices as outlined in appendix 1 – The

Use of personal Technology Devices at School

• Sexual harassment, including dacking and sack whacking

• Racial harassment

• Unacceptable behaviour – involving self (exposure/abuse) involving other

persons(soliciting, consorting) exhibiting offensive material (pornographic,

debasing or degrading material)

• Inciting others to behave in a negative, disobedient or riotous manner

• Dangerous behaviour – involving motor vehicles, weapons etc.

• Drugs – prescription drugs (e.g. amphetamines) – use and/or possession (small

quantities)

• Drugs – alcohol use and/or possession

• Substance abuse

• Substance abuse (over the counter drugs and other substances)

• Interference with other people’s property

• Actions that negatively affect and/or endanger the safety and/or well-being of

others

• Actions that negatively affect the environment.

Consequences

• Withdrawal from class to work under the supervision of another teacher

• Intervention meetings

• Counselling by a member of the Administration or Support Teams

• Creation of an Individual Behaviour Management Plan

• Behaviour Contract

• Risk assessment

• Withdrawal of privileges – school social events

• Unable to represent the school in any way: excursion, sporting visits, school

camps, sports teams, bands, musicals

• Confiscation of Personal Technology devices

• Ban on the use of Personal Technology Device or school computers

• Suspension

• Exclusion

• Advice may be given with respect to cancellation of enrolment as per the

Monitoring of Senior Students Policy

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Examples of Extremely Serious Behaviours and Consequences

Behaviours

• Repetition of behaviours listed above

• Very serious instances of behaviour listed above

• Physical violence – sexual assault

• Attempted rape/rape

• Dangerous behaviour – involving bombs, knives, weapons etc.

• Unlawful behaviour – theft, robbery, break and enter, hoax calls

• Drugs – soft (e.g. Hashish/Marijuana) use and/or possession (small quantities),

possession of implements

• Substance abuse

• Substance abuse (over the counter drugs and other substances)

• Drugs – prescription; possession of large quantities or dealing/selling/distributing

• Drugs – hard (e.g. Cocaine/speed/LSD) use and/or possession (small quantities)

• Drugs – soft, possession of large quantities or dealing/selling/distributing

• Drugs – alcohol – dealing/selling/distributing

Consequences

• Suspension

• Exclusion

• Cancellation of enrolment

Exclusion

Application for the exclusion of a student may be made on the following grounds:

1. Disobedience that is so serious that suspension is inadequate to deal with the

behaviour; and or

2. Misconduct that is so serious that suspension is inadequate to deal with the

behaviour; and or

3. Other conduct prejudicial to the good order and management of the school that is so

serious that suspension is inadequate to deal with the behaviour.

Cancellation of enrolment of students above compulsory school age

• Section 316 of “Education (General Provisions) Act 2006 states that

“The enrolment at a State school of a student who is more than compulsory school age may

be cancelled under this provision on the ground that the student’s behaviour amounts to a

refusal to participate in the educational program provided at the school”

Examples of refusal to participate in the educational program would include unauthorised

absenteeism and insufficient application to studies to ensure satisfactory progress.

7. Network of student support

The support team includes:

• Chaplain

• School Nurse

• Intercept Worker

• School Based Police Officer

• Guidance Officer

External networks include:

• Disability Services Queensland

• Child and Youth Mental Health

• Queensland Health

• Department of Communities (Child Safety Services)

• Police

• Red Cross

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8. Consideration of individual circumstances Consequences for breaching the Dakabin State High School Responsible Behaviour Plan

are implemented on a sliding scale and are gauged on a case-by case basis. Core to the

issue is a process of natural justice.

Other factors may include:

• age of the child

• previous behaviour record

• severity of the incident

• the investigation process and data collection process

• degree of provocation and student involvement

• intent of the action

• previous intervention strategies and attempts to encourage the student to engage

meaningfully with the school’s expectations for positive student behaviours.

When applying consequences for breaches of The Dakabin State High School Code of

School Behaviour, the individual circumstances and actions of the student and the needs

and rights of school community members will be considered at all times.

Consideration of the needs and rights of others

In managing responsible behaviour, consideration must also be given to the needs and rights

of other school community members. The behaviour of individuals should not impact

negatively on others. The proactive strategies outlined provide students with the appropriate

skills to deal with adverse situations and the reactive strategies maintain the safety and well-

being of others.

9. Related legislation

Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Workplace Health and Safety Act 1995

Workplace Health and Safety Regulation 1997

Right to Information Act 2009

Information Privacy (IP) Act 2009

10. Related policies

SMS-PR-021: Safe, Supportive and Disciplined School Environment

CRP-PR-009: Inclusive Education

SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools

SMS-PR-022: Student Dress Code

SMS-PR-012: Student Protection

SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass

GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions

ICT-PR-004: Using the Department's Corporate ICT Network

IFM-PR-010: Managing Electronic Identities and Identity Management

SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

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11. Some related resources

National Safe Schools Framework

(ncab.nssfbestpractice.org.au/resources/resources.shtml)

National Framework for Values Education in Australian Schools

(www.valueseducation.edu.au)

National Framework for Values Education in Australian Schools – Queensland

(www.education.qld.gov.au/curriculum/values/)

Bullying. No Way! (www.bullingnoway.com.au)

Mind Matters (www.curriculum.edu.au/mindmatters)

School Wide Positive Behaviour Support

(www.learningplace.com.au/deliver/content.asp?pid=24668)

The Code of School Behaviour

(http://education.qld.gov.au/publication/production/reports/pdfs/code-school-behaviour-

a4.pdf)

Essential Skills for Classroom Management

(http://education.qld.gov.au/studentservices/behaviour/bm-essentialskills.html)

Appendix 2 Essential Skills for Classroom Behaviour

Essential Skill Description

1. Establishing expectations Making rules

2. Giving instructions Telling students what to do

3. Waiting and scanning Stopping to assess what is happening

4. Cueing with parallel acknowledgment

Praising a particular student to prompt others

5. Body language encouraging

Smiling, nodding, gesturing and moving near

6. Descriptive encouraging Praise describing behaviour

7. Selective attending Not obviously reacting to certain behaviours

8. Redirecting to the learning Prompting on-task behaviour

9. Giving a choice Describing the student’s options and likely consequences of their behaviour

10. Following through Doing what you said you would

Appendix 3 Referral Process

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Direct Action for Classroom Teachers

At the start of each lesson, ALL students will begin on a GREEN level

Students demonstrating GREEN level behaviour, MUST be dealt with by the classroom teacher (see flowchart)

The referral process is to be used for students demonstrating AMBER and RED levels of behaviour ONLY (see flowchart)

Only ONE student can be referred at any one time with a maximum of two per lesson

Teachers must enter referred behavioural incidents into OneSchool as soon as practical after the class.

AMBER Referral Sheet - sent with the student to the Senior Teacher

RED Referral Sheet – sent with the student to Admin

How the Process Works

For students to be referred, the classroom teacher will do the following:

1. Utilise all reasonable classroom behaviour management strategies for students

demonstrating green level behaviours (see essential skills).

Students who have moved from GREEN into AMBER level behaviour

1. The classroom teacher will follow the Essential Skills Classroom Management.

If the student continues with the behaviour, causing classroom disruption,

2. Direct the student to move to a referral desk/area at the teacher choice of location

in the room for students misbehaving.

This desk/area is clearly identified and made clear to the students prior to the

lesson.

The student will be directed to continue working from this desk/area any further

behaviour breeches will result in a Senior Teacher referral.

Classes will be allocated by Admin around timetabling convenience.

3. If the student continues to demonstrate poor behaviour, the classroom teacher will

initiate a referral by filling in the AMBER referral slip fully (See teacher handbook

for referral sheet).

4. The AMBER referral sheet is filled in and sent to the Teacher. The referred student

is sent to the classroom with the referral sheet and class work to continue with. This

student will be sent with an AMBER referral which is given to the Senior Teacher

on arrival.

5. The incident MUST be entered into OneSchool by the Referring Teacher.

An email notification from your Oneschool entry MUST be sent to your HOD.

6. A student can only be referred for a maximum of 1 lesson and will return to your

class in the last 5 minutes to show you work and arrange detention.

The student will return to your class next lesson.

7. A lunch time detention MUST be given to the student to complete at the next

possible time.

These detentions must take place at the start of either lunch break.

Teacher-student negotiations should take place at this time to resolve the

situation.

8. Classroom Teacher (referring teacher) MUST contact home regarding the student

referral.

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For Practical Classes ONLY

1. A teacher in step 2 will use their discretion and judgement to select a reasonable place for a referral area.

Students who have demonstrated RED level behaviour

1. The classroom teacher will immediately initiate the referral by directly referring the student to ADMIN

2. A RED referral sheet is filled in and sent with the student to the Deputy Principal. This student will be sent with a referral sheet explaining what they have done.

3. The incident MUST be entered into OneSchool by the classroom teacher. An email notification must be sent to your HOD and Deputy Principal from the Oneschool entry ASAP.

Direct Action for the Referral Teacher

Ensure you have work station ready for a referred student. o If room is restricted sit the student on the floor or outside the room where

you can monitor them.

Send completed sheet back to the referring teacher with the student in the last 5min of the lesson.

How the Process Works

For Students who have been referred, The Teacher will do the following:

1. Ensure referred student is seated and is complying with all instructions. 2. Student is to complete set work given to them by their teacher. 3. At the last 5 minutes of the lesson the Teacher will fill in the bottom section of

the form and send it back to the referring teacher with the student.

Students who continue to demonstrate AMBER or RED level behaviour while in

the Teacher Classroom

1. The Referral Teacher will refer the student to the DP (line manager if available) 2. The Referral Teacher will initiate a referral by filling in a RED referral slip fully

(see teacher handbook for referral sheet). 3. The incident MUST be entered into OneSchool by the Teacher. An email

notification must be sent to the HOD, Deputy Principal from this OneSchool entry.

Expectations of Behaviour

Students should enter the room silently and engage in THEIR work set by THEIR teacher.

Students should NOT engage in your lesson or with students in your room.

Students should be completing THEIR work and not the work of your class.

Students should be isolated with the end result being that the student does not want to come back.

Senior students are not to engage or interact with the student.

If you are doing an exam, oral, etc. you will still be required to take the student. Follow the above process if the student causes issues or concerns.

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How the Process Works for HODs

For Students who have been referred to the HOD (as a referral from class at

AMBER level) will do the following:

1. Follow the process outlined above for the Senior Teacher.

Students who have been referred to the HOD (at RED level)

1. The HOD will follow the behaviour management process and if required seek DP level assistance

2. The HOD will ensure the Teacher has entered the referral into OneSchool and a notification has been sent to HOD and DP.

3. The incident MUST be entered into OneSchool by the Teacher. An email notification must be sent to the HOD, Deputy Principal from this OneSchool entry.

Students who have been referred to a classroom teacher (at AMBER level)

1. The HOD will receive a notification from OneSchool advising them that the referral has taken place.

2. The HOD will follow up with the student when referred if the teacher seeks assistance and all the processes have been followed.

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Appendix 4 – Buddy Referral Sheets

Dakabin SHS – AMBER Teacher Referral

Classroom teacher code: ______________ Date: _____________ Year Level: 7 8 9 10 11 12

Period: 1 2 3 4 Time referred: ________________ From Room: ___________

Student: ________________________________________________

Buddy teacher: ______________________ Room buddied to: ___________

Work Set :

__________________________________________________

__________________________________________________

Buddy teacher comments

Time student arrived: _________________________

Worked well Behaviour issues continued – refer to ADMIN, OneSchool and send Amber slip back to

classroom teacher with another student

Please contact me Time sent back to class/admin: ________________________

Note: Please send student back to class 5 minutes before the end of the lesson

Teacher comments:

__________________________________________________

__________________________________________________

Code: __________________ Signature: ____________________________________________________

_________________________________________________________________________________________

Classroom Teacher Check List

Set time for Restorative Discussion Time: _______________________________

Complete Restorative Discussion Form

Issue consequence

Behaviour Category – Enter into OneSchool and refer to HOD

Disruptive Non-compliant with routine Refusal to participate in program of instruction

IT misconduct Other: _____________________________________________________________

Parent Contact

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Dakabin SHS – RED Teacher Referral

Classroom teacher code: ______________Date: _____________ Year Level: 7 8 9 10 11 12 Period: 1 2 3 4 Time referred: ________________ Student: ________________________________________________ Referred from: Classroom Teacher Buddy Teacher Head of Department YLC

Describe behaviour :

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________ Behaviour Category – Enter into OneSchool, Refer to ADMIN

Bullying/Harassment Defiant/Threats to Adults IT Misconduct

Misconduct Involving Object Physical Misconduct Threat/s to others

Property Misconduct Verbal Misconduct Substance Misconduct

Possession of Prohibited Item/s Other: ___________________________________________________

___________________________________________________________________________________________

Dakabin SHS – RED Teacher Referral

Classroom teacher code: ______________ Date: _____________ Year Level: 7 8 9 10 11 12

Period: 1 2 3 4 Time referred: ________________

Student: ________________________________________________

Referred from: Classroom Teacher Buddy Teacher Head of Department YLC

Describe behaviour :

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Behaviour Category – Enter into OneSchool, Refer to ADMIN

Bullying/Harassment Defiant/Threats to Adults IT Misconduct

Misconduct Involving Object Physical Misconduct Threat/s to others

Property Misconduct Verbal Misconduct Substance Misconduct

Possession of Prohibited Item/s Other: __________________________________________________

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Dakabin SHS – Return to Class Restorative Discussion

Student Name: _____________________ Subject: __________ Date: ___/___/___

To my teacher: _______________________________________________ (Name)

I am ready to have a restorative conversation about my behaviour. I can do that calmly and

respectfully now.

Signature of Student: ______________________________________________

You were removed from class so that learning was not further disrupted today. To return to class you

need to discuss your behaviour with your class teacher and maybe a Head of Department.

This “contract” is designed to help you to discuss the recent issue with the teachers.

Our school values are: Learning, Discipline and Community

Learning: Was I focussed on learning? Circle: Yes or No

Discipline: Was I following routines? Circle: Yes or No

Community: Was I treating others with respect? Circle: Yes or No

“What happened?”

“What were you thinking at the time?”

“What have you thought about since?”

“What do you think has been affected by what you did? In what way?”

“What do you need to do to make things right?”

“Why is it important to focus on learning, follow routines and treat others with respect?”

“If I am faced with the same situation again how will I deal with it?”

If you are prepared to focus on learning, follow routines and treat others with respect, you will be able

to return to your class.

I am prepared to return to my class and focus on learning, follow routines and treat others with respect:

Student Signature:-___________________________________ Date___________

Teacher Signature: __________________________________

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Appendix 5 Student Expectations Matrix

NO MATTER WHERE I AM, I:

• Use my manners and appropriate language

• Am responsible for my own actions, even when I make mistakes

• Am a role model for others

• Resolve conflicts without physical or verbal aggression using problem solving strategies

CLASS SCHOOL GROUNDS TECHNOLOGY IN THE COMMUNITY/TO

AND FROM SCHOOL

I am Learning

I am prepared

I am productive

I am responsible for my own learning

I respect the rights of others to learn without interruption

I show that I am part of a team

I demonstrate safe and suitable behaviour

I use technology to enhance my learning

I only share content that is helpful to others learning and well-being

I seek opportunities to contribute positively in the community

I am

Disciplined

I follow all staff directions and classroom procedures

I follow the behaviour management policy

I am punctual

I regulate my own manners and language

I move between classes in a timely, safe and responsible manner

I am mindful of others

I walk away from all inappropriate behaviour

I notify staff of problems

I follow the rules in the ICT agreement

I follow the mobile phone policy

I keep my personal information private

I wear my uniform with pride

I promote the school’s positive reputation in the community

I show consideration for all members of the community

I am honest and take responsibility for my words and actions

We are a

Community

We treat others with courtesy and respect

We actively participate in our school community

We treat all property with care

We encourage our peers to walk away from conflict

We keep shared spaces tidy

We respect the school environment

We stay within set boundaries

We keep ourselves and others safe when using technology

We report issues to staff

We treat technology with care

We work with our community to become connected, confident, global citizens

We think of safety first in regards to self and others

DAKABIN STATE HIGH SCHOOL

POSITIVE BEHAVIOUR MATRIX

Appendix 7 Procedures for Preventing and Responding to Incidents of Bullying (including

Cyberbullying)

Beliefs

At Dakabin State High School we believe that we all have the right to feel safe as we learn and

the responsibility to ensure others feel safe.

We believe that the entire school community – staff, students and carers – has a role in building

a safe and supportive learning environment and establishing a school culture which reflects care,

respect, inclusion, diversity, cooperation and non-violent resolution of conflict.

Definition

Verbal, physical, social and psychological, bullying behaviours will not be tolerated, nor will cyber

bullying - the sending of threatening, demeaning or degrading messages by personal technology

devices such as laptops, PDAs, cameras and/or voice recording devices, mobile phones, IPods

and devices of similar nature or by using email or internet sites, producing offensive graffiti.

Education

Anti-bullying procedures at Dakabin State High School are based on building a safe and

supportive environment, knowing when bullying is happening, acting to stop it and supporting

those involved and managing incidents that have a serious impact on individuals and/or the

school.

All students require a positive and supportive learning environment. The following are factors in

the provision of this: shared values, beliefs and attitudes in the school community; quality

relationships between teacher and students and student and student: knowledge of the

Responsible Behaviour Plan; sound classroom and playground management strategies. A few

students will require more specialised training in conflict resolution, empathy training,

assertiveness training, negotiation and mediation skills and/or problem solving.

Follow Up

Reports of bullying will be investigated and acted on. Responses to bullying can include targeted

support for victims and perpetrators and sanctions consistent with the Code of School Behaviour.

Students are encouraged to report bullying so that as a school we can act on the incident.

Parents may report on instances of bullying directly to a member of staff however, we will ask the

student to write a statement.

Consequences

Consequences for instances of bullying will be as set out in the Responsible Behaviour Plan.

Appendix 8 Use of Personal Technology Devices at School (refer to website for full version)

Mobile Phone and Electronic Devices Policy

This policy reflects the importance the school places on students displaying courtesy,

consideration and respect for others whenever they are using personal technology

devices.

Personal Technology Device Etiquette

Bringing personal technology devices to school is not encouraged by the school

(BYOX is separate to this and encouraged) because of the potential for theft and

general distraction and/or disruption associated with them. However, if they are

brought to school, they must be turned off and out of sight at all times.

Confiscation

Students who fail to comply with this policy will be required to hand their phone or

device in to the Student Desk. By the third occasion of each term we would ask that a

parent/caregiver collect the item. A fourth breach may result in a school disciplinary

absence.

Devices potentially containing evidence of criminal offences may be reported to the

police. In such cases police may take possession of such devices for investigation

purposes and students and parents will be advised to contact Queensland Police

Service (QPS) directly.

Recording voice and Images

Every member of the school community should feel confident about participating fully

and frankly in all aspects of school life without concern that their personal privacy is

being invaded by them being recorded without their knowledge or consent.

We uphold the value of trust and the right to privacy at Dakabin State High School

Students using personal technology devices to record inappropriate behaviours or

incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc.) for the

purpose of dissemination among the student body or outside the school, by any means

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

disharmony.

Students must not record images anywhere that recording would not reasonably be

considered appropriate (e.g. in change rooms, toilets or any other place where a

reasonable person would expect to be afforded privacy).

Recording of events in class is not permitted unless express consent is provided by

the class teacher.

A student at school who uses a personal technology device to record private

conversations, ordinary school activities (apart from social functions like graduation

ceremonies) or violent, illegal or embarrassing matter capable of bringing the school

into public disrepute is considered to be in breach of this policy.

Even where consent is obtained for such recording, the school will not tolerate images

or sound captured by personal technology devices on the school premises or

elsewhere being disseminated to others, if it is done for the purpose of causing

embarrassment to individuals or the school, for the purpose of bullying or harassment,

including racial and sexual harassment, or where without such intent a reasonable

person would conclude that such outcomes may have or will occur.

Students involved in:

· recording; and/or

· disseminating material (through text messaging, display, internet uploading etc.);

and/or

· knowingly being a subject of a recording

Breach of this policy may be subject to discipline (including suspension and

recommendation for exclusion).

Students should note that the recording or dissemination of images that are considered

indecent (such as nudity or sexual acts involving children), is against the law and if

detected by the school will result in a referral to QPS.

Text communication

The sending of text messages that contain obscene language and/or threats of

violence may amount to bullying and or harassment or even stalking, and will subject

the sender to discipline and possible referral to QPS. Students receiving such text

messages at school, should ensure they keep the message as evidence and bring the

matter to the attention of the school office.

Assumption of cheating

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

during class assessment unless expressly permitted by staff. Staff will assume

students in possession of such devices during exams or assessments are cheating.

Disciplinary action will be taken against any student who is caught using a personal

technology device to cheat during exams or assessments.

Recording Private Conversations and the Invasion of Privacy Act 1971

It is important that all members of the school community understand that under the

Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the

person uses a listening device to overhear, record, monitor or listen to a private

conversation’. It is also an offence under the Act for a person who has overheard,

recorded, monitored or listened to a conversation to which s/he is not a party to publish

or communicate the substance or meaning of the conversation to others.

Students need to understand that some conversations are private and therefore to

overhear, record, monitor or listen to such private conversations may be in breach of

this Act, unless consent to the recording is appropriately obtained.

Special Circumstances Arrangement

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

would contravene this policy (for example to assist with a medical condition or other

disability or for a special project) should negotiate a special circumstances

arrangement with the Deputy Principal or Principal.

Personal Technology Devices includes, but is not limited to, games devices (such as

Portable gaming devices, laptop computers, PDAs, cameras and/or voice recording

devices (whether or not integrated with a mobile phone or MP3 player), mobile

telephones, IPods® and earphones and devices of a similar nature.