goondiwindi parent handbook - st mary's parish school · 2019-02-08 · 3 our mission mission...

Seek Truth Through Knowledge

St Mary’s Parish School

GOONDIWINDI

Parent Handbook

Middle School

1

CONTENTS

Our Mission ..................................................................................................... 4

Middle School Philosophy ...................................................................................... 5

Goals of St Mary’s Middle School ........................................................................... 6

School Map ........................................................................................................ 7

School Board ....................................................................................................... 7

Parents and Friends Association ............................................................................. 8

School Tuckshop .................................................................................................. 8

School Building Fund ............................................................................................ 9

Parish/School Levy .............................................................................................. 9

School Income ................................................................................................... 10

Special Needs Committee ..................................................................................... 11

School Hours ..................................................................................................... 11

Class times ....................................................................................................... 12

Absence from school .......................................................................................... 12

Supervision......................................................................................................... 13

Emergency closure of school .................................................................................. 13

Administration of medication to students ............................................................... 13

Head Lice ......................................................................................................... 14

Health Wise Policy ............................................................................................. 15

Infectious Disease ............................................................................................... 16

Visitor Sign In ................................................................................................... 17

Newsletters ...................................................................................................... 17

Road Safety ...................................................................................................... 17

School Phone ..................................................................................................... 18

School Rules ...................................................................................................... 18

Behaviour Expectations ....................................................................................... 20

You Can Do It Program ....................................................................................... 21

Church Etiquette ............................................................................................. 24

School Camps .................................................................................................... 24

Uniform .......................................................................................................... 25

Lost Property ................................................................................................. 28

School Curriculum ............................................................................................... 28

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Subjects:

Religion ................................................................................................ 29

English ................................................................................................... 31

Mathematics ......................................................................................... 33

Science ................................................................................................... 36

History ................................................................................................... 38

Geography ............................................................................................... 39

Health and Physical Education ...................................................................... 40

Indonesian ............................................................................................. 41

Business Education ................................................................................. 42

Civics and Citizenship ..................................................................................43

Drama ................................................................................................ 44

Home Economics ..................................................................................... 45

Visual Art .............................................................................................. 46

Guidelines for assessment .................................................................................. 47

Homework Guidelines ........................................................................................ 47

Planning for success .......................................................................................... 48

Computing Device Program ................................................................................ 50

Computing Device Guidelines ............................................................................... 59

Book List ....................................................................................................... 62

Contact details ................................................................................................ 63

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OUR MISSION

Mission Statement

SCHOOL MOTTO: "SEEK TRUTH THROUGH KNOWLEDGE"

St Mary’s Parish Primary School and Middle School serves the wider community in furthering the

Church’s mission.

This mission centres around a joyful embracing of gospel values in our sphere of influence.

St Mary’s provides a place of educational excellence in the life long search for wisdom. A passion for

teaching and learning nurtures the uniqueness in everyone. The releasing of Spirit brings forth

future leaders.

St Mary’s is defined by the following qualities:

Unified with the mission of the Parish in Christ

Generous in its spirit of community service

Encouraging of an inclusiveness that strives for pastoral care for all

Transparent in shared ownership and responsibilities

Authentic in its search for truth

Setting its sights on noble goals and not being content with mediocrity

The culture of the school elicits a positive spirit that encourages shared leadership.

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MIDDLE SCHOOL PHILOSOPHY

The middle years of schooling encompass the developmental stages of young adolescence, which for

our purposes fall somewhere within the age range of 11 -14 years and grades 6-8. The quality of

this phase of schooling is of crucial importance to the future lives and prospects of young

Australians. Those who prosper emotionally, socially and educationally in the middle years have an

excellent chance of success at the senior secondary level and beyond. On the other hand, students

who fail to prosper in the middle years often become alienated from school and learning and

sometimes develop strong anti-social attitudes.

Adolescent development is characterized by the growth of independent thought and activity and is

accompanied by major physical emotional and social change. The search for identity as an individual

within a social group can present a considerable challenge to students, teachers and parents.

There are certain modes of learning and forms of classroom organisation which are particularly

appropriate for young adolescents.

a) Most young adolescents will respond well to structured group learning activities which provide

for their continuing need for social learning interaction. Within this context the team

metaphor is a powerful symbol

b) Most young adolescents do well in learning tasks which achieve their objectives in a short

time frame. The “postponement of gratification” argument which can be convincing with

senior secondary students is not often effective with young adolescents who need to see

immediate purpose in their learning tasks.

c) In all areas of schooling, productive teacher-student relationships are important, but in the

middle years, as in the early childhood years, this relationship assumes a critical importance

in determining the success of the learning enterprise. Students should be able to form a long

term relationship with a teacher who takes them for a large part of the school day.

d) Because of the quest for personal identity within a group, young adolescents spend a

considerable amount of time and effort experimenting with forms of personal and social

communication. They seek to promote personal relationships, and also place great store in

group acceptance. Young adolescents benefit from assistance in this endeavour through

programs such as peer support, pastoral care and life skills.

e) The designers of educational programs for middle school students also need to take account

of the wide range of individual differences that exist. There is a particular need to take into

account the very different rates and styles of student learning. Curriculum organisation and

delivery needs to be flexible and responsive to the changing needs of the middle school

student.

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The goal of St Mary’s Middle School is to provide an engaging academic program which meets the

development needs of the students.

We endeavour to do this through:

1. Having quality staff that understand the unique developments of the students

2. Engaging academic programs

3. Programs used to develop and foster social and emotional capacity

4. Providing students with opportunities to contribute to Goondiwindi and the wider

community

When students leave Year 8 they will have had the opportunity to develop the following skills:

Academic:

Develop an understanding of their personal learning styles and capabilities

Be able to research independently for greater understanding

Initiate learning

Seek assistance when required

Develop questions to conduct an inquiry

Be self-motivated

Social & Emotional:

Self-awareness

Self-regulation

Relationship and communication skills

Effective decision making

Problem solving

Organisational

Be prepared for each task

Submit tasks on time

Time management

Our aim is to develop independent, hardworking and persistent students who uphold Christian

values. We will provide students with the opportunity to develop the necessary skills and

understandings to thrive in school and in life.

GOALS OF ST MARY’S MIDDLE SCHOOL

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St Mary's Parish Primary School Board was formed in July 1989.

The primary function of the board is to provide advice and voice opinion on any given topic as to

allow the Parish Priest and School Principal to make a well informed decision about the future of

St Marys Primary School.

The board's key areas of responsibility encompass advising on:

Policy making

Provision and maintenance of school buildings

Budgeting

Communication

With the advent of a School Board we have commenced to formulate policies which reflect our

Gospel values, through the collective wisdom of the faith community.

All parents are encouraged to understand the philosophy behind our board. It becomes the Principals

responsibility to in-service the Board on their role each year and to in-service parents about the

role of the Board at P & F Meetings.

The School Board does not duplicate the functions, but works in consultation with the Parents and

Friends Association and the Parish Community.

SCHOOL MAP

SCHOOL BOARD

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This Association was formed on September 28, 1969 with its main charter which is to fundraise

and to welcome new families into the school community through social events. The association is an

integral part of the school community representing all parents of the school. The P & F aim to:

Strive to develop in our school a real community of parents, teachers and students in

conjunction with the School Board, Principal and Priest, which reflects a truly Christian

ethos.

Create a healthy forum for ideas to be discussed about fundraising that will benefit the

education of the children or school community.

Provide educational resources which are considered necessary for the children or to assist the

teachers in their professional work.

All parents are strongly encouraged to attend Parents and Friends association meetings and

functions and join with the rest of the parent community to provide a friendly and welcoming

environment for all.

Federation of Parents and Friends Associations Qld

The Federation of Parents and Friends Associations of Catholic Schools, Queensland is inclusive of all

parents with children in Catholic schools. Each school has a Parents and Friends Association which

represents and acts for the school community in all matters of a local nature. The school Parents

and Friends Association is eligible to send two delegates along with observers to the Diocesan

Parents and Friends Council meetings. The State Committee is simply two representatives from

each Diocese (and the Archdiocese). The Federation sends two delegates to the Executive of the

Australian Parents Council.

This facility is open from Monday to Friday for the purchase of morning tea and lunches. The

tuckshop is staffed on a voluntary basis and coordinated by a convener. The tuckshop is directly

accountable to the P & F as the overall body, and has a paid Convenor and an assistant.

We encourage students to order online through an Online System. The Online System provides an

alternate ordering option to the Brown Paper Bag System. The online ordering system can be

accessed through www.flexischools.com.au

PARENTS AND FRIENDS ASSOCIATION

SCHOOL TUCKSHOP

http://www.flexischools.com.au/

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Parents are asked to co-operate with the following morning tea and lunch order procedure when

using the Brown Bag System:

Please clearly mark either 1st or 2nd Break, your child's name, class and lunch order should

be written on a paper bag. Use a separate bag for each break.

The correct money for the lunch is to be placed in the bag or a Payment Envelope (change

will be returned with the order if required).

If your child has any food allergies, please make the Tuckshop aware of this.

BAGS ARE TO BE PLACED IN THE BASKET AT THE TUCKSHOP BEFORE SCHOOL BEGINS.

Tuckshop prices will be circulated early in the school year with subsequent changes appearing in

LINKS. All financial profits from the tuckshop are directed towards the needs and priorities of the

school and the internal workings of the tuckshop.

We thank the parents and friends of the school who generously assist with the day-to-day

operation of the tuckshop. In accordance with Workplace Health and Safety procedures, parents are

reminded that school students and younger siblings are not permitted inside the tuckshop.

In 2006 St Mary’s tuckshop fell in line with State legislation relating to healthy eating and have

provided a menu accordingly.

Accompanying your school fees will be an account for the School Building Fund. The Fund provides

finances to repay loans taken out for capital works and major maintenance works.

Your financial assistance will be very much appreciated and will benefit your children. This is a

compulsory levy and must be budgeted for by every family.

PARISH/SCHOOL LEVY

A small levy is applied to parent’s fees to pay for events that involve both School and Parish. The

Parish Community also contribute to this fund.

SCHOOL BUILDING FUND

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SCHOOL INCOME St Mary’s School has four main sources of funding, each is separate and targeted for expenditure in

specific areas.

1. State and Federal Government Recurrent Grants:

These grants are paid on a per capita basis directly to the Toowoomba Catholic Education Office.

The Catholic Education Office then has the responsibility of dispersing these funds to the schools in

accordance with State and Federal Government Guidelines and Regulations. These funds are available

to pay the salary of all teaching staff and Prep aides. Further to this the Catholic Education Office

is able to take a small percentage of the total funds for administration purposes.

2. School Fees:

Fees are collected from all families and are paid directly into the school account. An annual budget

is presented to the School Board for expenditure of these funds. The Board is an advisory body in

all financial matters. The Parish Finance Committee has ultimate responsibilities in the financial

management of the school. The Parish Priest and the Principal will call upon the board and seek

their advice as to the school financial budget.

Our school budget represents the fees paid by parents to educate their children. The school

collects fees, of which almost half is accounted for in the wages of ancillary staff. The

remainder is expended on the following items: Stationery; relief teacher wages, sporting

equipment, instrument service costs, photocopier requisites; library; art & craft materials;

cleaning and maintenance requisites; electricity; rates; insurance; telephone; in-service costs,

and other miscellaneous expenses.

With Board support the school users a collection agency for families who have not responded

in any way to the school with requests to settle accounts.

No student is permitted to attend a school camp unless their school fee accounts are in

order.

3. Fundraising by P & F, Tuckshop and other approved bodies:

These funds are allocated in accordance with the priorities contained in the School Development

Plan and any emergencies that may arise. These funds are one way the school can provide resources,

such as playground and sports equipment, reading materials, science and mathematics equipment,

major grounds improvement and much more.

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4. P and F Levy

Is collected on behalf of the school P and F. The money collected is passed onto the P and F at

the end of every term.

5. School Building Fund:

The school borrows money from the Diocesan Development Fund for major capital works with such

borrowings being repaid via the School Building Fund. All monies submitted to the school for the

Building Fund are deposited into a separate account and are transferred quarterly to the DDF.

SPECIAL NEEDS COMMITTEE

The school has a Special Needs Committee for the purpose of considering the needs of students

within the school. This committee is reviewed annually, and is composed of the following:

School Principal, APRE, Middle School Coordinator, Learning Support Teacher, teacher of child being

reviewed and any relevant person with expertise that is applicable to the case being considered,

Catholic Education representative (if appropriate).

This committee will also perform the duties of the Enrolment Review Committee. Teachers that

feel they need professional support and advice about a student are required to fill out a Special

Needs form and identify the behaviours noted. The committee offer advice and these

recommendations are implemented by the teacher.

SCHOOL HOURS

1st Duty begins 8.20am (students who arrive earlier than this are to wait in the undercover

area until supervision begins)

School Begins 8.35 am

First Break 10.45 am - 11.15 am

Second Break 12.45 pm - 1.30 pm

School Ends 3pm

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CLASS PERIOD TIMES

Form Class 8.35 am – 8.45 am

Period 1 8.45 am – 9.15 am

Period 2 9.15 am – 9.45 am

Period 3 9.45 am – 10.15 am

Period 4 10.15 am – 10.45 am

First Break 10.45 am – 11.15 am

Period 5 11.15 am – 11.45 am

Period 6 11.45 am – 12.15 am

Period 7 12.15 pm – 12.45 pm

Second Break 12.45 pm – 1.30 pm

Period 8 1.30 pm – 2.00 pm

Period 9 2.00 pm – 2.30 pm

Period 10 2.30 pm – 3.00 pm

ABSENCE FROM SCHOOL

If your child is absent from school please notify the school as soon as possible via the ABSENTEE

HOTLINE Number 07 46712063. This courtesy will also ensure that your child has arrived at

school safely, and has not been delayed due to an accident etc. When your child returns to school

after an absence please send a note explaining the absence for the school records.

Extended or repeated absences will be reported to the Principal and may require that the reason

for absence be supported by a certificate from a medical practitioner.

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Parents should note that:

Children are not permitted to play contact sports except when supervised by teachers.

Teachers are rostered for playground duty during all break periods and until last bus departs

each day.

Supervision will be provided for students at the school from 8.20am to 3.00pm. Bus

students will be supervised until the last bus leaves.

Children should not be at school before 8.20am. However, in some instances (children

arriving on early buses), this is not possible. In such cases, children are asked to remain

seated in the undercover area until 8.20am when the teacher begins duty. No teacher, no

play.

EMERGENCY CLOSURE OF SCHOOL

In the event of heavy storms, resulting in flooding of parts of the Goondiwindi District or other

unforeseen circumstances, an announcement of the closure of the school or the early closing of

school will be broadcast over the local radio station. Parents have a responsibility under these

circumstances to facilitate getting children home. The office cannot always contact every family

when numbers of children have to be loaded on buses in the very limited time available in such an

emergency. Your co-operation is vital under these circumstances.

ADMINISTRATION OF MEDICATION TO STUDENTS

Should your son or daughter be prescribed medication by their Doctor to be taken while at school,

the Toowoomba Catholic Education Office regulations with respect to this matter are as follows:

The parents or guardian must in the first instance make a request to the Front office

(First Aid Officers) of the school.

The student’s medication, with the pharmacist's written instruction on the container must

be lodged to the school for security purposes.

Administering of that medication will be carried out by our two First Aid Officers in the

front office.

SUPERVISION

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HEAD LICE

Head lice continue to cause concern and frustration for some parents, teachers and children.

This school policy is intended to outline roles, responsibilities and expectations of the school

community to assist with treating and controlling head lice in a consistent and coordinated

manner. Whilst parents have the primary responsibility for the detection and treatment of

head lice our school community will work in a cooperative and collaborative manner to assist

all families to manage head lice effectively.

Parents will:

Children’s hair will be checked for head lice on a regular basis, at home, using the

recommended conditioner/combing detection method

That your child does not attend school with untreated head lice (in accordance with

Health Infectious Diseases Regulations 2001)

Regularly inspect all household members and then treat them if necessary

Parents/carers will notify the school if their child is found to have live lice and advise

when appropriate treatment was commenced

Children with long hair will attend school with hair tied back

Use only safe and recommended practices to treat head lice

Notify the parents or carers of your child’s friends so they have an early opportunity

to detect and treat their children if necessary

Maintain a sympathetic attitude and avoid stigmatising/blaming families who are

experiencing difficulty with control measures

Act responsibly and respectfully when dealing with members of the school and broader

community especially around issues of head lice

School will:

Distribute up to date and accurate information on the detection, treatment and

control of head lice to parents and staff at the beginning of the year or more

frequently if required

Include information about head lice management in orientation and transition programs

for new families/staff attending the school;

Include information and updates in school newsletters

Include annual head lice updates for staff in-service programs

Provide practical advice and maintain a sympathetic attitude and avoid

stigmatising/blaming families who are experiencing difficulty with control measures

Access community educational resources and support, such as primary school nurses,

community health centres and local government

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Abide by the recommendations of the School Exclusion Policy of the Health

(Infectious Diseases) Regulations 2001 in that the responsibility to exclude a child

from the school rests with the principal or person in charge, and

Only exclude children from school with live insects

Accept the advice of parents that appropriate treatment has commenced

Encourage children to learn about head lice so as to help remove any stigma or

‘bullying’ associated with the issue

Review the head lice policy annually and seek endorsement from the School

Council/community

Continue to seek opportunities to increase our collective understanding of and

response to managing head lice

Only inspect the heads of children whose parents have given prior consent

Respect the wishes of parents/families who elect not to participate in a school head

lice check

Include teachers and school staff in inspection

HEALTH WISE POLICY

Rationale:

St Mary’s Primary School believes the responsibility for the health of the students is shared

between the school and the parents. The view of this policy supports and adheres to

Diocesan Policy requirements and recommendations. It is expected that the parent and child

accept primary responsibility of their child’s health and safety and individuals with medical

conditions, whilst attending St. Mary’s Parish Primary School.

The school has an obligation to provide for the health and safety of students and staff. We

also provide ongoing education about health related issues such as contagious disease,

anaphylactic or allergic reactions, and other illnesses such as diabetes, epilepsy and leukemia.

We expect the parent and child to accept primary responsibility of their child’s health and

safety and individuals with medical conditions.

Our policy is adopted from other relevant legislation and regulations such as the Public Health

Act, Public health Regulation 2005 and Workplace Health and Safety Act 1995.

Our policies are supported by procedures for

- Infectious disease

- Anaphylactic and allergic reactions

- Other illnesses and treatments e.g. Diabetes, Epilepsy, Leukemia, Muscular Dystrophy &

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Chemotherapy.

- Solar Policy

- Accident Policy

- Head lice

- School sores

INFECTIOUS DISEASE

Although there are many medical conditions that are contagious our period of exclusion from

school will only apply to the specific conditions prescribed under the Public Health Regulation

2005. At the time of publication the proposed prescribed conditions included;

Diphtheria

Enterovirus 71 (EV71)

Gastroenteritis outbreaks

Haemophilus influenza type B (Hib) infection

Hepatitis A infection

Measles

Meningococcal infection

Pertussis (whooping cough)

Poliomyelitis

Rubella

Typhoid paratyphoid

Untreated Tuberculosis

Varicella (Chicken Pox)

The list of prescribed conditions may change from time to time according to the Public

Health Regulation and we defer to Queensland Health in these matters.

Policy Statement:

St Mary’s School aims to:

Provide ongoing education that promotes personal responsibility for infection control.

Provide environments that support infection control

Create an awareness of these health issues

Encourage adults in the school community to be health smart

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VISITOR SIGN IN

All visitors to the school, including parents for reading groups or class activities, must report to

the office and sign in the school’s visitors book. This book will be used in the event of a fire

evacuation or lock down. Visitors to the school must wear the Visitors Badge provided.

NEWSLETTERS

The school newsletter, ‘Links’ is sent home each Wednesday and is also available on the school

website www.goondiwindi.catholic.edu.au

Important information is communicated to parents through ‘Links’. If parents have any other

queries they are encouraged to contact their child’s relevant teacher. It is important that teachers

also read ‘Links’ each week to ensure they are aware of all school activities.

Classroom newsletters will also be distributed either electronically or in paper format.

ROAD SAFETY

Parents must collect their children from the undercover area at the end of each school day. No

child will be permitted to cross the road to meet a parent. If a child is to return to school after

they have been picked up, they must be accompanied by a parent. Parents are reminded that if

children walk to school and have to cross McLean St that they must use the supervised crossing

provided for their safety.

Bicycles and scooters are an efficient mode of transporting your child to school. Your child must

wear a safety helmet when riding and be adequately prepared for riding in traffic. Riding of bicycles

and scooters on school grounds or footpaths is not permitted.

Cars on School Grounds

General parking is not permitted on the school grounds. If from time to time cars need to load or

unload goods and equipment from the school or parish, drivers are requested to ensure this takes

place before 8.00am or after 3.30pm. Vehicles are not permitted on the school grounds during

school hours unless authorised by School Principal. When vehicles do need to come onto the grounds,

entrance is via the Callandoon St gate. Only under exceptional circumstances is there to be a vehicle

on the grounds between 8.00am and 3.30pm.

http://www.goondiwindi.catholic.edu.au/

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SCHOOL PHONE

The school phone is NOT for general use by the children.

Student mobile phones and IPods MUST be handed in at the School Office at the beginning of the

day and collected at 3.00pm. No child is permitted to use a phone without Principal permission.

SCHOOL RULES

Please note: enrolment dictates support of school rules, policies and procedures from

parents/guardians.

1. Personal Appearance

Jewellery, with the exception of watches, and studs or sleepers for pierced ears, (one in

each ear) is not to be worn with the school uniform.

Nail polish is not allowed.

Long hair should be tied back.

Boys are not permitted to wear earrings.

No other jewellery unless it is of a religious nature.

Shoulder length hair must be pulled back in a ponytail to limit exposure to head lice.

2. Before School Procedure

Children are expected to arrive at school between 8.20am and 8.35am.

However, in some instances (children arriving on early buses), this is not possible. In such

cases, children are asked to remain seated in the undercover area until 8.20am when the

teacher is on duty.

Children must proceed directly to school and must not leave the school grounds between

8.30am and 3.00pm without permission of the Principal or delegate.

No equipment for games is to be used before school or after school.

3. First Break

Upon release from class, children are to proceed directly to their lunch area.

Specified sports equipment is permitted at this time.

Children are expected to be seated in their lunch area.

Children remain in lunch area until dismissed by the teacher on duty.

4. Second Break

Upon release from class, children are to move directly to their lunch area.

Children remain in lunch area until dismissed by the teacher on duty.

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Specified sports equipment is permitted at this time.

5. Tuckshop

Good manners and obedience are to be shown to tuckshop helpers at all times.

Children may go to tuckshop when given permission by the teacher.

Children must not go inside tuckshop at any time.

6. Rainy Days

There will be no outside play at lunch time on wet days. Children and teachers remain in

class or the Sport Centre. Teachers share duty responsibilities with their partner teacher.

7. Out of Bounds Areas

A child is considered out-of-bounds if they can NOT see the teacher on duty.

8. After School

Bicycles and scooters are not to be ridden on the school grounds or on the footpaths

Bikes should be placed in racks and removed only by their owners

Children must leave school in full uniform (including shoes)

Children should go directly home

Children should not remain on the school grounds after 3.00pm unless directed by a teacher

9. Buses

Children line up in bus lines and do not board buses until told to do so by the teacher on

duty.

Children must obey the driver's instructions at all times.

Children are to behave courteously to others on the bus

Children should wait at the bus stop after disembarking until the bus has left and the road

is clear.

Children should be aware of and abide by all bus rules.

Once the child leaves the school grounds, that child becomes the full responsibility of the

bus driver. Any issues arising from the journey to or from home are to be directed towards

the bus driver. The school has no jurisdiction over the bus ride.

10. Sports Equipment

No equipment is to be used before school or after school however selected items are

available at First Break and Second Break.

Senior students will issue equipment.

Equipment will be collected from and returned to the sports room by those children who

have borrowed it.

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11. General Rules

Electronic games, mobile phones and MP3 players are banned from school.

Skateboards, skates or scooters are not allowed at school.

Any toy brought from home will be confiscated.

Children must keep away from the staff room unless sent there by a teacher on duty.

BEHAVIOUR

Behaviour Expectations

St Mary’s has implemented Assertive Discipline throughout the school. Children are expected to be

well behaved and courteous at all times. Children should show respect to their peers and to all

adults who have contact with them during the school day. Children should be able to follow

directions.

All the staff at St Mary’s work from the following school rules:-

St Mary’s School Rules

1) Follow directions

2) Keep hands feet and other objects to yourself

3) Respect other people and property

4) Wear your uniform correctly and with pride

St Mary’s School Consequences

1) Warning

2) Time out one

3) Time out two

4) Detention during Play break

Severe Clause

1) Detention during Play break

2) Send to principal

3) Phone parents

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YOU CAN DO IT PROGRAM

The focus of the You Can Do It Program is building social, emotional, and motivational capacity of

young people rather than on their problems and deficits. It encourages prevention, promotion, and

intervention efforts (school, home and community) in order to build the social and emotional

strengths of young people.

St Mary’s staff will teach, encourage, model and reward student behaviours based on The 5 Keys;

Confidence, Resilience, Persistence, Getting Along and Organisation. Students are acknowledged and

supported for demonstrating positive behaviours, any of the 5 Keys.

Teachers acknowledge and award ‘keys’ or ‘tickets’ when students demonstrate any of the 5 Keys.

These tickets are placed into a classroom You Can Do It raffle box. Each week on Assembly 4

tickets are drawn from the box and students are rewarded from the prize box.

When a student receives a ‘key’ of ‘ticket’ or is acknowledged for their behaviour within the 5

Keys, the student records this progression on their individual Tracker.

1st completed tracker = Bronze Certificate

2nd completed tracker=Silver Certificate

3rd completed tracker= Gold Certificate

White Poor Choice Cards

At St Mary’s Parish Primary School all students have consequences for poor choices. These are Poor

Choice Cards. When a student has clear expectations and makes a poor choice, they are given a

verbal reminder/ warning. If they child chooses to ignore this reminder and makes an inappropriate

behaviour choice they are given a poor choice card.

At the beginning of Term 1 and Term 3 each student will be cleared of any White Cards they may

have accumulated within Semester 1 and Semester 2.

What Warrants A Poor Choice Card?

Not following School Rules

Disrespecting staff and other students (speaking inappropriately, not listening to Teachers,

argumentative behaviours towards staff and students)

Poor Attitude

Disrupting Classroom and peers

Name calling of peers

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Lateness to class

Lying to Teacher

Misuse of sporting/ school equipment

Defiance

Poor Choice Card Procedure

1. Verbal warning/ reminder to student

2. White Poor Choice Card (recorded by Classroom Teacher).

3. White Poor Choice Card (recorded by Classroom Teacher).

4. 3rd White Poor Choice Card is Detention 1 (recorded by Classroom Teacher).

THREE (3) WHITE POOR CHOICE CARDS = DETENTION/ REFLECTION 1

When a student receives a third white card, they must see the Principal immediately with a

DETENTION REFERRAL FORM completed by the classroom teacher.

The Principal will speak to the student and sign the form.

The student will give the DETENTION REFERRAL FORM to Detention Teacher.

SIX (6) WHITE POOR CHOICE CARDS= DETENTION/ REFLECTION 2

Student will attend a second detention. They are also not permitted to represent the school at

camps, excursions, sporting events etc.

DAY OF DETENTION/ REFLECTION

Student will have 1st break like normal.

2nd break play student will go to Reflection Room.

Student will complete detailed cause and effect reflection of their behaviour (to be signed by Paul

when completed, sent home for parent’s signature, returned to school then filed).

NINE (9) WHITE POOR CHOICE CARDS or an IMMEDIATE INTERNAL SUSPENSION BEHAVIOUIR

(Red Card)

= INTERNAL SUSPENSION

If a student receives a 9th white card in a semester, or has demonstrated an Immediate Internal

Suspension Behaviour the student is sent directly to Principal with a red card.

Student remains in office under Principal’s supervision.

Principal to arrange a meeting with student and parents to discuss student’s behaviour

INTERNAL SUSPENSION

If a student has been given 9 white cards, resulting in the 3rd detention, this will be an

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INTERNAL SUSPENSION.

The length in days of internal suspension will be case specific (decided by Behavioural Committee and

Principal). The student will have no play breaks and complete set work by classroom teacher in the

office.

The student will not be permitted to represent the school (camps, excursions, sporting events etc.)

After formal meeting, student is able to resume classroom activities and school privileges within the

current semester.

IMMEDIATE INTERNAL SUSPENSION BEHAVIOUR (Red Card)

A student may also be given an Immediate Internal Suspension for the following behaviour;

• Physical Violence towards other students and staff

• Abusive/ Offensive language towards students and staff

• Threatening Behaviour

• Theft/ Vandalism / Graffiti

• A total disregard of St Mary’s Christian Ethos.

EXTERNAL SUSPENSION

In extreme circumstances a student may be externally suspended for a period of time at the

Principal’s discretion with the support of Toowoomba Catholic Education Office.

Dealing with Bullies

Bullies are a part of every society. They exist in schools and communities everywhere and are not

bound by age, sex or upbringing. The children are given the opportunity to discuss bully type

behaviours and the behaviours displayed by victims. We aim to empower the children to make the

choice between being bullied (being a victim) or standing up for themselves in a non-violent way. To

do this we give the children a course of action to follow.

At St Mary’s School everyone has the right to learn and the right to be safe.

If you are being bullied.

1. Ignore them. Walk away

2. Look them in the eye and say: “Stop! I don’t like what you are doing.”

3. Speak to the teacher and explain exactly what was happening.

23

CHURCH ETIQUETTE

St Mary’s students will…

Entering the church

bless themselves by making the sign of the Cross with Holy Water.

genuflect towards the altar before entering the pew.

say a quiet prayer on knees once they have entered the pew.

sit quietly and not talk once the prayer has been completed.

During the mass

kneel, sit and stand with impeccable manners.

bow at the altar before commencing a reading, responsorial psalm etc.

sing appropriately with enjoyment within the boundaries of behaviour.

receive the Eucharist only if they have completed their first communion and confirmation.

consume the Eucharist immediately.

receive the wine, only if they are reverent in their actions.

receive a blessing from Father Michael if they have not completed their first communion and

confirmation. (arms folded over chest to indicate this.)

Departing the church

sit quietly and wait for their teacher to ask them to stand and forward out.

SCHOOL CAMPS

Camps have been included as part of the Middle School Curriculum. Camps developmentally

encourage students towards an independent spirit with the capacity for interdependent cooperation.

Students are allowed to develop their own sense of self and their place in the world.

Parent involvement is by invitation only.

If parents are required to attend because of their child’s educational needs (i.e. the child is

on an IEP and attracts funding) teachers will approach parents individually, after discussions

at a Special Needs Committee meeting.

The focus is education, along with fun and games with qualified staff.

A medical certificate would be required to explain a non-attendance at camp for any child.

Camps also prepare students for the separation from parents which becomes necessary as

the students progress through the grades.

Parents recognise the need for some separation under strict school rules and regulations as

necessary for normal social development for their child. We provide the camp for this to

24

occur.

St Mary’s School Policy dictates that school fees must be in order before a student can

experience a school camp or indeed any extra-curricular activity.

UNIFORM

Summer - Terms 1 and 4

Girls

Middle School short sleeve shirt (Code: GOOSHI)

Navy skirt

White socks

Black leather shoes (due to health and safety requirements of Home Economics and Technology

shoes must be enclosed leather lace ups, no T-bars or Mary Janes may be worn)

Blue school hat with a broad brim

Navy hair ribbon (optional)

Boys

Middle School short sleeve shirt (Code: GOOSHI)

Grey shorts (Code: SHOSEN)

Grey socks

Black leather shoes (due to health and safety requirements of Home Economics and Technology

shoes must be enclosed leather lace ups)

Blue school hat with a broad brim

Winter - Terms 2 and 3

Girls

Blue long sleeve shirt (Code: 1006c_bgpm)

Middle school jumper (Code: PULNAV)

Navy skirt

Navy tights

Black leather lace up shoes, T bar shoes, black leather joggers or brown school sandals – no boots

Blue and white spray jacket (optional) with the school name embroidered on the front


Boys

Blue long sleeve shirt (Code: 1006c_bgpm)

Middle school jumper (Code: PULNAV)

Grey pants (Code: TROPOLVIS.GRY)

Grey socks


25

Sports Uniform

Girls

Navy shorts/skorts (no logos)

NB: Girls are expected to wear a netball skirt when playing in representative games

St Mary’s sports shirt (purchased through school office)

Coloured house collared shirt (to be worn for sports carnivals)

White socks (not anklets / no markings, stripes, symbols)

Predominantly white sandshoes

Long navy blue track pant (winter)



Boys

Navy shorts (no logos)

St Mary’s sports shirt

Predominantly white sandshoes

White socks (not anklets / no markings, stripes, symbols)

Long navy blue track pant (winter)


UNIFORM POLICY

1) Wearing the correct school uniform is a condition of enrolment. It is the child’s responsibility to

ensure they are properly dressed before leaving for school each morning. Variations to the

uniform without consent will incur consequences.

2) Hats with a minimum of an 8cm brim are compulsory all year. We are a Solar Smart School

and must adhere to those regulations. Children who do not have a hat, cannot play and will be

confined to shaded areas. Parents should be aware of the danger skin cancer presents in our

Queensland climate - the highest incidence of this disease per head of population in the world

exists in this state.

3) Sports uniform should be worn only on the days required. Students will be made aware of the

correct day and parents will be informed through 'Links'. Allowances are made for representative

teams while practising.

4) Summer and winter uniforms should not be mixed at any time throughout the year.

ALL ARTICLES OF CLOTHING SHOULD BE CLEARLY NAMED

26

5) Jewellery:

Boys:

You may wear:

Watch

Chain with religious symbol

You cannot wear:

Earrings

Bracelets or wrist accessories

Rings

Girls:

You may wear:

Watch

Chain with religious symbol

One plain pair of studs or sleepers in the lower lobe

You cannot wear:

Bracelets or wrist accessories

Anklets

Rings

6) Exemption from uniform is granted on non-uniform days, usually held for the Missions or for

some other excursions or activities when the uniform is not appropriate. In these cases, parents

will be advised through 'Links'. Broad brimmed hats NOT CAPS are a requirement on these

days.

7) Sandshoes are not acceptable for wearing with the day uniform.

8) A reasonable standard of neatness and personal hygiene is expected at all times.

9) Shirts must be tucked in at all times, and shoes must be polished.

10) Hair must be tidy and of a conventional style.

Girls: Long hair should be tied back with a blue ribbon or scrunchie.

Boys: Hair is to be kept neat and tidy at a short length and must not be longer than the

collar.

27

LOST PROPERTY

Parents should encourage children to check the Schools Lost Property Cupboard which is located

near the Undercover Area when items have been lost. At the end of each term any unmarked

clothing that is unclaimed at the office is donated to St Mary’s Op-Shop.

Any item left on school grounds by a student after 1.30pm will result in a detention of one play

session the next school day.

Your child's clothes and other property will not be given away if you clearly mark them.

SCHOOL CURRICULUM

Year Seven and Eight Subjects

Students in Year Seven and Eight study subjects that have been developed from the Australian

Curriculum syllabus documents.

The following subjects are studied for the whole year in Year Seven and Eight:

Religious Education;

English;

Mathematics;

Science;

Health and Physical Education.

LOTE - Indonesian

Business Education/Civics and Citizenship (alternative semesters)

History/ Geography (alternative semesters)

Recreation

The following subjects are studied for one term in Year Seven and again for one term in Year

Eight:

Drama

Visual Arts

Home Economics – Food Technology

Home Economics - Textiles

Technology: Robotics; Woodwork; Graphics; Design

28

RELIGIOUS EDUCATION

WHY STUDY RELIGIOUS EDUCATION?

Religious Education is at the heart of the St Mary’s Middle School curriculum. It aims to develop

students’ religious literacy in the Catholic tradition and religion generally so that they may

participate as active lifelong learners within Church and wider community contexts. Religious

Education is holistic as its central purpose is to develop the personal and social skills of students in

addition to their academic engagement with religious and secular ideas.

COURSE CONTENT

Year 7 - Term One Year 7 - Term Two

Unit One: Beliefs of the World

Christianity, Judaism and Islam

Unit Two – The Life of the Church

Sequence of the Old Testament

Key messages of the prophets

Significant events and developments of

the early Church

Unit One: Words of Power

Why is the Bible still important

today?

Cultural context of New Testament

texts

Features of Gospel texts

Gospel writers

Prayer experiences

Year 7 - Term Three Year 7 - Term Four

Unit One: Pay It Forward

Decalogue

Conscience

Protecting and promoting the Common

Good

Meditation

Moral dilemmas and decision making

Unit One: Faith of Believers

What makes our Catholic faith unique?

Liturgical seasons

Catholic rituals and symbols

Sacraments

COURSE CONTENT


Unit One: Mission Matters

Jesus’ mission

Mission in today’s world

Acts of the Apostles

Catholic social teaching

Unit One: Movers and Shakers

Church history

Historical timeline

Key people in Church history

Liturgy of the Hours

Meditation

Year 8 – Term Three Year 8 – Term Four

Unit One: Liturgy

What is liturgy?

Plan a liturgy

Unit One: Covenant

What is covenant?

Old Testament covenant narratives

Old Testament prophets

God’s saving plan

29

Unit Two: Unity and Diversity

Initiation Rites

Ecumenism

Unit Three: The Trinity

What is the Trinity?

Icons of the Trinity

Designing icons

Unit Two: World Religions

Initiation rites of Judaism, Islam,

Catholic

Comparison of rites across religions

30

ENGLISH

WHY STUDY ENGLISH?

English provides a foundation for successful, lifelong learning and participation in the Australian

community and equips students to face the challenges that will continue to shape their learning in

the future.

The English course is designed to create confident communicators, imaginative thinkers and informed

citizens and aims to ensure that students learn to listen to, read, view, speak, write, create and

reflect on increasingly complex and sophisticated spoken, written and multimodal texts. To become

effective communicators in Australian society, students need to learn to analyse, understand,

communicate with and build relationships with others and with the world around them.

YEAR 7 COURSE CONTENT

The English course focuses on how we can learn about ourselves and others through language and

story. Students explore the English language and come to understand how language can be used to

inform, persuade and tell stories. They also engage with various stories and use them as a powerful

way of sharing individual experience and ideas. The focus on story acts as a window and a connection

to others and allows students to understand themselves and the world around them more fully.

Year 7 - Term One

Year 7 - Term Two

Unit One: Checking and Substantiating Sources

Retrieval charts

Locating sources

Referencing

Credibility of sources

Informative texts

Relevance of information

Unit One: Australian Literature

Picture books for adolescence

Literature study

Literary discussion

Texts representing Australiastor

Creating verses


Unit One: Can you persuade me?

Multimodal techniques

Use of language

Modality

Persuasive devices and techniques

Structure of persuasive texts

Unit One: Transforming Texts

What is transformation?

Text types

Changing the meaning of texts

Evaluating changes in texts

31

YEAR EIGHT COURSE CONTENT

The Year Eight English course focuses on how we can learn about the world through an examination

of the past and the lives of others. Students develop literary understandings through a diverse

range of literature studies and an exposure to a wide range of text types.


Unit One: Personal Stories

Autobiographies/Biographies

Emotive language

Sharing stories

Methods of communication

Communicating personal stories

Unit One: Literature Influences

Exposure to literary texts

Cultural contexts of literature

Literature study

Literary discussion

Literary anthology


Unit One: Comparing Texts and Ethical

Dilemmas

Interpersonal relationships

Ethical dilemmas

Author’s purpose

Literature study

Literature discussion

Unit One: Impact of Communication

Technology and Social Media

Technological language

Language transformation

Communication technology

Social media

Impact of social media

Use of social media

.

32

WHY STUDY MATHEMATICS?

Mathematics is an integral part of a general education. It can enhance understanding of our world

and the quality of our participation in a rapidly changing society. Learning Mathematics provides all

students with essential mathematical skills and knowledge in Number and Algebra, Measurement and

Geometry, Statistics and Probability. It develops the numeracy capabilities that all students need in

their personal, work and civic life and provides the fundamentals on which mathematical specialties

and professional applications of mathematics are built. The mathematics curriculum provides

students with carefully paced, in-depth study of critical skills and concepts. It encourages teachers

to help students become self-motivated, confident learners through inquiry and active participation

in challenging and engaging experiences.

Course Content

The proficiencies reinforce the significance of working mathematically within the content and describe

how the content is explored or developed. They provide the language to build in the developmental

aspects of the learning of mathematics.

COURSE CONTENT:

Year 7 - Term One Year 7 – Term Two

Unit 1: Number and Place Value

Compare, order, add and subtract integers

Associative, commutative and distributive

laws

Unit 2: Real Numbers

Equivalence of fractions

Operations involving fractions

Relationship between fractions, decimals

and percentages

Finding percentages

Simple ratios

Unit 3: Money and Financial Mathematics

Best Buys

Unit 1: Using units of Measurement

Formulas for area of rectangles, triangles

and parallelograms

Volumes of rectangular prisms

Unit 2: Shape

Perspectives of prisms

Unit 3: Location

Translations, reflections and rotations of

multiples of 90 degrees

Rotational symmetries

Unit 4: Chance

Sample spaces for single step experiments

Equally likely outcomes

Probabilities for events

MATHEMATICS

33


Unit 1: Number and Place Value

Index Notation and powers of prime

numbers

Square roots and perfect square

numbers

Unit 2: Statistics and Probability

Investigating secondary data

Data displays

Interpretation of mean, median and

mode

Unit 3: Patterns and Algebra

Associative, commutative and

distributive laws

Variables and algebraic expressions

Evaluating algebraic expressions

Unit 1: Geometric Reasoning

Angles

Classification of triangles and quadrilaterals

Unit 2: Linear and Non-Linear Relationships

Cartesian Planes and Coordinates

Solve simple linear equations

Understanding and analyzing graphs

Year 8 - Term One Year 8 – Term Two

Unit 1: Number and place value

four operations

using efficient mental and written

strategies

Unit 2: Real numbers

Solve problems with percentages

Solve problems with rates and ratios

Investigate terminating and recurring

decimals

Irrational numbers

Unit 3: Using units of measurement

Units of measurement for area and

volume and convert from one unit to

another.

Find perimeters and areas

Features of circles

Unit 1: Patterns and Algebra

Distributive law and algebraic

expressions

Factorise algebraic expressions

Simplify algebraic expressions

Use index notation

Unit 2: Chance

Identify complementary events and use

the sum of probabilities to solve

problems.

Describe events using language of 'at

least', exclusive 'or' (A or B but not

both), inclusive 'or' (A or B or both)

and 'and'.

Represent events in two-way tables

and Venn diagrams and solve related

problems

34


Unit 1: Geometric reasoning

Develop the formulas for volumes

24 and 12 hour time

Unit 2: Geometric reasoning

Congruence of plane shapes Develop

the conditions for congruence of

triangles

Properties of quadrilaterals

Unit 3: Linear and non-linear relationships

Plot linear relationships on the

Cartesian plane with and without the

use of digital technologies

Solve linear equations using algebraic

and graphical techniques. Verify

solutions by substitution.

Unit 1: Money and Financial Matters

Profit and loss

Unit 2: Data representation

Collecting data

Random samples

Data values

Mean and median

35

SCIENCE

WHY STUDY SCIENCE?

Science is a ‘way of answering questions’ about the biological, physical and technological world.

Science is a dynamic, collaborative and creative human endeavour arising from exploring,

investigating, making predictions and solving problems.

The study of Science under the Australian Curriculum provides opportunities for students to develop

their understanding of Science and its processes, the scope of its contributions to our culture and

society, and its application in our daily lives.

In addition to its practical applications, learning Science is a valuable pursuit, providing opportunities

for critical and creative thinking, challenge and leisure.

COURSE CONTENT

Year 7 – Term One Year 7 – Term Two

Unit One: Seasons and Heavenly Bodies

interrelationship of the sun, Earth,

the moon, and other planets

seasons on Earth

Seasons on other planets

phases of the moon

Unit One: Water

Investigate local water sources

Importance of water

The water cycle

Properties of water

Separation techniques used to provide

clean drinking water


Unit One: Organising Organisms

impact of human activity on other

organisms

classification of organisms

relationships between organisms

making predictions about the

consequences of human activity

Unit One: Moving Right Along

Investigate forces

Motion of an object.

The impact of friction on moving

objects

The role of forces in everyday life

36


Unit One: What’s the Matter?

describe and model the states of

matter, elements, compounds and

mixtures at a particle level

the history of the representation of

matter

chemical differences between elements,

compounds and mixtures

investigate the relationship between

the energy of particles and

temperature

Unit One: Multiplying by Dividing

explore how organisms reproduce

cell structure, function and

reproduction

investigate the history, use and ethics

of reproductive technologies in

mammals


Unit One: We Will Rock You!

investigate the dynamic nature of the

rock cycle

They appreciate where and why rocks

have been used in buildings and

monuments in the local area.

Unit One: Energy for my New Lifestyle

energy generation and transformation

society’s energy requirements while

Sustainability energy

Renewable energy

Ethical considerations

37

HISTORY

WHY STUDY HISTORY?

History is a disciplined process of inquiry into the past that develops students' curiosity and

imagination. Awareness of history is an essential characteristic of any society, and historical

knowledge is fundamental to understanding ourselves and others. It promotes the understanding of

societies, events, movements and developments that have shaped humanity from earliest times. It

helps students appreciate how the world and its people have changed, as well as the significant

continuities that exist to the present day. History, as a discipline, has its own methods and

procedures which make it different from other ways of understanding human experience.

The study of history is based on evidence derived from remains of the past. It is interpretative by

nature, promotes debate and encourages thinking about human values, including present and future

challenges. The process of historical inquiry develops transferable skills, such as the ability to ask

relevant questions; critically analyse and interpret sources; consider context; respect and explain

different perspectives; develop and substantiate interpretations, and communicate effectively.

COURSE CONTENT

In Year Seven and Eight, students will complete one semester of History.

A framework for developing students’ historical knowledge, understanding and skills is provided by

inquiry questions through the use and interpretation of sources.

Year 7 - Term One Year 7 - Term Four

Unit 1: The Ancient World

Historians and archaeologists

Primary and secondary sources

Features of ancient societies

Ancient Australia

Historical mysteries

Unit 2: Depth Study: Ancient World

Physical features of landscape

Beliefs, values and practices of people

Contacts and conflicts

Significant individuals in society


Unit 1: Historical Skills

Sequence historical events

Use historical terms and concepts

Identify questions about the past

Identify and locate sources

Unit 1: Depth Study: The Black Death

Living conditions and religious beliefs in

the 14th century

Causes and symptoms of the Black

Death

The role of trade

Effects of the Black Death

38

.GEOGRAPHY

WHY STUDY GEOGRAPHY?

Geography nurtures students’ curiosity about places and the differences between them. It responds

to their wonder about the world and its diversity, and teaches them how to explore this world

directly through field work and indirectly through other types of investigation. It develops a

geographical imagination that enables students to relate to other places and people, and to

appreciate the cultures and perspectives of others.

COURSE CONTENT

In Year Seven and Eight students will complete one semester of Geography. A framework for

developing students’ geographical knowledge, understanding and skills is provided through the

inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps,

photographs and other representations of geographical data.


Unit 1: Water in the world

The classification of environmental

resources

The ways that flows of water connect

places

The quantity and variability of

Australia’s water resources

The nature of water scarcity and ways

of overcoming it

The economic, cultural, spiritual and

aesthetic value of water

Unit 2: Place and Liveability

The factors that influence the

decisions people make about where to

live

The influence of accessibility to

services and facilities

The influence of environmental quality

The influence of social connectedness,

community identity and perceptions of

crime and safety

Enhancing liveability of places

Year 8 - Term Three

Year 8 - Term Four

Unit 1: Landforms and Landscapes

Types of landforms and landscapes

Aesthetics, cultural and spiritual value

of landscapes

Processes that produce landforms

Case studies

Unit 1: Changing nations

Consequences of urbanization

Urban concentration and urban

settlement

Internal migration

39

HEALTH AND PHYSICAL EDUCATION

WHY STUDY HEALTH AND PHYSICAL EDUCATION?

Health and Physical Education provides a foundation for developing active and informed members of

society, capable of managing the interactions between themselves and their social, cultural and

physical environments in the pursuit of good health. The aim of Health and Physical Education is to

promote health and wellbeing, actively engage students in physical activity and to enhance personal

development.

COURSE CONTENT:


Unit One: Seeking Help

Adolescent health issues

Strategies to seek help

Identify help resources

Tips and strategies

Unit Two: Swimming & Lifesaving

Swimming and lifesaving

Practice and apply movement concepts

First aid techniques

Using feedback to improve performance

Unit One: Approaching Adolescence

Personal Identity

Strategies to promote health

Puberty and adolescence

Emotions & Relationships

Unit Two: Athletics

Fitness testing

Fitness programs

Athletics events


Unit One: Making good decisions

Alcohol & drugs

Sourcing credible information

Analgesics & painkillers

Drug research

Decision making

Unit Two: Indigenous Games

Cultural significance

Historical significance

Physical performance

Unit One: Looking after myself

Family Life Education Program (FLEP)

Daniel Morcombe Resources

Mental Wellness

Unit Two: Thrown Together

Fair play

Inclusivity

Newcombe

Net games

Modified games

40


Unit One: Food for life

Dietary options for adolescents

Australian Guide to Healthy Eating

Nutritional health concerns for

adolescents

Enhancing health

Unit Two: Swimming & Lifesaving

Swimming and lifesaving

Practice and apply movement concepts

First aid techniques

Using feedback to improve performance

Unit One: My decision my life

Reasons for alcohol & drug use

Making good decisions

Pressures and influences

Unit Two: Get your motor running

Fitness components

Fitness plans

Monitor fitness

Practical performance


Unit One: Supporting Others

Gaining independence

Bullying

Rights and responsibilities

Respectful relationships

Unit Two: Games/Sports

Modified Olympic sports eg: European

handball

Physical performance

Team work

Unit One: Adolescent Relationships

Family Life Education Program (FLEP)

Adolescent identities

Respectful behaviours

Online relationships

Unit Two: Dance

Historical Significance

Cultural Significance

African, Australian & American cultural

dances

41

INDONESIAN

WHY STUDY INDONESIAN?

Learning a second language broadens horizons and leads ultimately to the capacity to look out from

the new language and culture and, in effect, to develop a fully formed world view. This, in turn,

fosters cross cultural understanding and empathy with people of other languages and cultures,

whether they be members of the multicultural Australian society or from other countries.

The core unit of Indonesian introduces students to the language and life of the Indonesian speaking

community. The skills of reading, writing, listening and speaking develop throughout the unit.

Students become acquainted with the Indonesian speaking people, their cultures and traditions.

COURSE CONTENT

Year 7 - Term One

Year 7 - Term Two

Vocabulary extension

Translation of Indonesian texts

Understanding Indonesian sentence

structure

Writing an opinion in Indonesian

Indonesian stories

Understanding the purpose of

Indonesian stories

Creating an Indonesian inspired story




structure

Conducting a survey in Indonesian

Masks

Understanding Indonesian culture

Valuing other country’s cultural

traditions

Year 8 - Term One

Year 8 - Term Two



structure

Role play of shopping in Indonesia using

knowledge of the language

Language analysis

Examine the origin of the language and

associated dialects


Health and environmental issue in

Indonesia

Analyse the issues and compare them

to Australia

Batik

Understanding Indonesian culture

Valuing other country’s cultural

traditions

42

WHY STUDY BUSINESS EDUCATION?

Business activity affects the daily lives of all Australians as they work, spend, save, invest, travel

and play. As every need and want cannot be satisfied with available resources, economic choices must

be made as to how the resources are allocated most effectively. The market system, through the

forces of demand and supply, allocates resources based on the actions of consumers, producers and

government.

Students studying Years Seven and Eight Business Education will be introduced to the world of

business. They will identify the characteristics of successful businesses and entrepreneurs and be

involved in decision making processes.

COURSE CONTENT


Exploring Everyday Decision Making Which

Benefits My Community

Making good decisions

Decision making process

Identifying needs

Goods and services

Profit and loss

Evaluating decision making

Individual and Business Success in the Market

Types of businesses

Why individuals work

Characteristics of successful businesses

Year 8 - Term Three & Four

Individual and Business Success in the Market

Types of businesses

The ways markets operate in Australia

Rights and responsibilities of businesses and consumers

Why individuals work and influences on their choice of work

BUSINESS EDUCATION

43

Why study Civics and Citizenship?

The Civics and Citizenship curriculum provides a study of the key features of Australia’s system of

government and explores how this system aims to protect all Australians. Students examine the

Australian Constitution and how its features, principles and values shape Australia’s democracy. They

look at how the rights of individuals are protected through the justice system. Students also

explore how Australia’s secular system of government supports a diverse society with shared values.

COURSE CONTENT


Unit 1: Systems of Australia

Australian Constitution

Key features of government

Constitutional change

Legal system

Unit 1: Rights, Liberties and Obligations

Justice through the legal system

Secular nation and multi-faith

Promoting cohesion

Identities of different groups and their

expression of identity


Unit 1: Protecting our citizens

Legal and political citizens

Australia’s legal system

Shared values

Diversity in our society

Unit 1: Influences that shape our citizenship

Rights, liberties and obligations of

citizens

Different perspectives

National identity

Citizen participation

CIVICS AND CITIZENSHIP

44

DRAMA

WHY STUDY DRAMA?

Drama provides opportunities for students to express themselves creatively and develop skills which

prepare them to be effective communicators and critical thinkers in the future.

The Year Seven and Eight Drama course has been designed to introduce students to the subject in

a safe and supportive environment helping students to develop their creativity, confidence,

interpersonal skills and greater self-awareness.

COURSE CONTENT

Year 7 and 8 students will complete one term of Drama.

Year 7 - One Term Year 8 - One Term

Elements of Drama (Introduction)

Drama etiquette as a performer

and audience member

Reading scripts

Adapting and presenting

performances to an audience

Working as an ensemble

Reflecting on own and other

performances

Elements of Drama (Development)

Creating and performing own scripts

Performing extracts of a published script

Reflecting upon own and reviewing

other’s performances

45

HOME ECONOMICS

WHY STUDY HOME ECONOMICS:

The central focus of Home Economics is the well-being of people within the context of their

personal, family, community and work roles. Home Economics encourages personal independence,

living effectively within the wider society and promoting preferred futures for self and others in

situations related to food and nutrition, human development and relationships, living environments

and textiles.

COURSE CONTENT: Year 7 and 8 students will complete one term of Food and one term of

Textiles.

Year 7 - Food – One Term Year 7 -Textiles – One Term

Food safety and kitchen hygiene

Practical cookery

Reflective food practices

Food Industry: Introduction to

technologies and processes

Working safely

Basic machine and hand sewing

techniques

Textile construction with new

and recycled materials

Risk management using textile

equipment

Reflective textile practices

Textile Industry: Introduction

to technologies and processes

Year 8 - Food Technology – One term Year 8 -Textiles – One Term

Food Safety and kitchen hygiene

Risk management in the kitchen

Practical cookery

Reflective food practices

Healthy food choices

Food Industry: Researching changes

in technologies and processes

and its impact

Working safely

Developing machine and hand

sewing techniques

Textile construction with new

and recycled materials

Risk management using textile

equipment

Reflective textile practices

Textile Industry: Researching

changes in technologies and

processes and its impact

46

VISUAL ART

WHY STUDY VISUAL ART?

The focus of this subject is on the appreciation and the enjoyment of art. Students are urged to

use their imagination and to create artworks that are expressive of their emotions, intellect,

society and individuality.

Visual Art offers students the opportunity to develop skills that are both specific to the subject as

well as being valuable to the development of lifelong learning. This is achieved through engagement

in art experiences such as:

planning and organising

solving problems

working collaboratively with others

using tools and technology

making, displaying and appraising art works

communicating ideas and information

expressing ideas, feelings and experiences

COURSE CONTENT 2015

Year 7 and 8 students will complete one term of Visual Art.

Year 7 - One Term Year 8 -One Term

Elements of Design

Practical techniques

Role of Art

Art Representations

Considering viewpoints

Introduction to Artists and their

working artists

Reflection upon own artwork

Elements and Principles of Design

Refining practical techniques

Discussing and documenting choices

Developing knowledge of Artists

and their works

Reflecting upon own and others

artwork

47

GUIDELINES FOR ASSESSMENT – ALL SUBJECTS MEWO IELINES The following guidelines are in place for assessment in Years Seven and Eight:

The majority of assessment tasks will be completed in class with time allocated during

lessons.

On some occasions students will be required to complete some aspects of tasks at home. At

these times, it is important to remember that the work is the sole responsibility of the

student. While parental assistance can be valuable in guiding them, the work must be their

own.

All assessment tasks will appear on an assessment calendar for Year Seven and Eight.

Students must transfer these dates into their student diary.

Where applicable, students may submit one draft to the teacher for checking. Drafts are a

consultation process to provide feedback to students on task progress.

Students are required to submit their piece of assessment to their teacher by the due

date. If the assignment is not submitted the student will receive a detention.

If the student is absent on the due date, they must submit the task directly to the

teacher immediately on their return to school.

H

HOMEWORK GUIDELINES

Homework is an important part of the student’s schoolwork. Homework may appear in the following

formats.

1. Homework: arises from work done in class that day — usually to be finished for the next

lesson.

2. Revision: going over the work completed in a week to make sure it is understood. This can

mean:

a. Making summaries of work done in class

b. Working some examples, drawing diagrams etc.

3. Study: usually done in preparation for exams. Students should start early, not the night

before, by reviewing weekly revision notes. Study is an active process, not just reading. Make

study notes, complete revision sheets, set own practice tasks (e.g. Mathematics problems or

essay topics), rehearse exam strategies and then work at remembering information and applying

skills.

Recommended time spent on homework for students in Year Seven and Eight is 45 minutes each

night.

48

If your child is regularly spending more than 45 minutes on homework, it may be necessary to

contact the relevant subject teacher. You should write a note in the student diary to indicate that

your child has done enough homework. We recognise that students need to have appropriate rest

and relaxation time and to spend time on family activities. Whilst homework is important to your

child’s education, this should not be at the expense of their overall well-being.

Absences from school: After an absence from school, it is the student's responsibility to catch up

on missed work, homework and assessment work. Students will need to negotiate reasonable

timelines for this with teachers. A subject teacher will normally communicate with parents through

the student’s diary if the student fails to do her homework or class work in a subject. Hence, it is

important that parents are signing the diary each week.

HO

PLANNING FOR SUCCESS

MORK GUIDELINES

Student Diary: Students should use their diary to record homework and assessment information.

They are intended to assist the students with their organisation skills at school. The diaries are not

for personal use and are not to be graffitied or decorated in any way. They will be checked

regularly by teachers and are to be signed each weekend by parents. There will be consequences for

the misuse of the diary in accordance with the schools behaviour policy.

Assessment Calendars: Each term, an Assessment Calendar is published for each level, indicating the

due dates for assessment tasks. The purpose of these documents is to assist students with planning

and time management. Hence, students should transfer relevant dates into their diary. Students

and parents will be notified if there are changes to the Assessment Calendar. This would only occur

in exceptional circumstances. We encourage parents to check the calendar prior to organising days

away from school for their child. If a student is absent on the day of assessment they will

complete the task immediately when they return to school.

Communication with teachers: Students and parents/guardians are encouraged to communicate

openly with staff. If you need to discuss subject related topics your first communication should be

with the subject teacher. Any other discussions should be communicated with your child’s form

teacher firstly. If necessary, these teachers can then direct you to a member of administration. The

education of your child is a joint venture which depends on effective communication between school

and home.

Community involvement: Involvement in school events and activities outside the classroom is an

important element to a successful, well-rounded education. There will be a variety of extra-

49

curricular activities for your child to engage in such as:

Choir

Optiminds

Sporting events: school and regional representation

School Committees

Kaloma Visits

Community engagement

Music

Eisteddfod

We encourage students to be active participants in the school and wider community to develop

their social and personal skills. We also encourage parental involvement and encourage

parents/guardians to assist at various functions and events throughout the year.

50

Introduction

What is one-to-one program?

One-to-one learning provides every student and teacher access to his or her own computing device

in a wireless environment allowing students to learn at their own pace and ability levels. One-to-one

initiatives have gained momentum, worldwide, and are increasingly seen as a key to transforming

education and better preparing students to succeed in a global world.

In the one-to-one program, students’ access to computing devices and the Internet enables them

to be self-directed and receive highly personalised instruction. Teachers can create personalised

learning opportunities for each child, addressing his or her unique needs. Students use their personal

devices to do research, homework, problem-solve, team projects, email and academic coursework. At

the same time, they gain valuable 21st century skills that will be beneficial throughout their lives

and careers.

These Frequently Asked Questions try to address some of the most common questions parents may

have in relation to a 1:1 program.

1-to-1 devices and student learning

Why an individual device instead of computer labs?

Teachers report that when computers are in labs, they use technology less often for instruction

because of the difficulty of scheduling time in the lab and transporting students there.

More widespread access to computers makes it possible for students and teachers in schools to

transition from occasional, supplemental use of computers for instruction to more frequent, integral

use of technology across a multitude of settings. Providing students with ubiquitous access to

wirelessly connected computers has the potential to transform learning environments and improve

student learning outcomes.

Furthermore, 24/7 access to computers make it possible for students to access a wider array of

resources to support their learning, to communicate with their peers and their teachers, and to

become fluent in their use of the technological tools of the 21st century workplace.

ST MARY’S MIDDLE SCHOOL

COMPUTING DEVICE PROGRAM

51

Will students use computers ‘too much’ for schoolwork?

The 1-to1 device will complement the existing school curriculum by providing appropriate digital

learning tools in balance with more traditional learning tools.

The goals of the curriculum are supported, not replaced, by the use of 1-to-1 devices. Students will

use 1-to1 devices where they serve a purpose, for instance, in research, data analysis, collaboration

and generating presentations.

Wireless access will allow for ‘just-in-time’ learning where students can search for information or

collaborate with others in a real-time context. Students will be able to use their school files at

home and be able to collaborate with their peers on projects through online tools.

How can 1-to-1 devices improve learning?

With greater access to real-time information, digital learning resources, educational software and

collaborative workspaces, students experience higher levels of motivation and engagement in their

learning.

Typically students experience initial improvement in areas such as organisational and technological

skills, revision, writing and editing work. With the development of presentations and other

multimedia projects, students experience subsequent improvement in analytical, presentation and

speaking skills.

Involvement in ‘virtual workspaces’ creates opportunities for collaboration and communication,

improving relationships in the classroom through a greater level of interaction between students,

their peers and their teachers.

A networked environment, where it is easy to share developing work and research with peers and

teachers, is the environment students will live and work in during school and the future.

Students working together and providing solutions to real-world problems will create links beyond

the classroom and move levels of thinking beyond a simple knowledge framework to complex analysis

and evaluation.

Increased levels of learning both in and out of school with an emphasis on higher-order thinking,

creative thinking and expression will be promoted.

Will learning outcomes be evaluated differently?

Students will continue to be evaluated against the Australian Curriculum. The devices complement

the existing school curriculum by providing digital learning tools that link in with planned classroom

52

activities. Wireless access points at St Mary’s will foster collaboration and teamwork, allowing

students to search for information together and share the learning experience.

How will 1-to-1 devices be used in the classroom?

This is a technology-rich world and students are immersed in digital technology in their out-of-

school lives. The use of devices in the classroom will evolve over time as students and teachers

become more familiar and therefore will be able to optimise the advantage of their use to support

teaching and learning in the classroom, wherever that classroom may be.

Staff and students will collaborate and use the device as a tool that develops the student as

information seeker, analyser and evaluator, problem-solver and decision maker. They will use

programs to create ways in which to communicate their findings and become publishers of their own

work.

What about handwriting?

Handwriting will continue to have a place in the classroom as well as the use of the keyboard.

What about safe Internet use?

Students are offered a device to facilitate anytime, anywhere learning. Teachers will supervise

students as they would for any learning activity as they create and maintain a safe, comfortable

and learning-focused classroom. Appropriate use of the Internet service within the Toowoomba

Catholic Education network is closely monitored by a filtering system that allows for inappropriate

content blocking by a regularly updated list of categories and sites.

This does not apply to use of devices outside of the school network.

Education and support are important for maintaining acceptable use of devices, particularly in

relation to Internet access. Like mobile phones, email and messaging systems can be used for

unacceptable purposes and to bully others. It is essential that all members of the community,

students, parents and staff are aware of this potential and also of the school’s Bullying and

Acceptable Use policies. Any incident of bullying or unacceptable use will be investigated and dealt

with in accordance with these policies.

Won’t students be able to ‘cheat’ by using the spell checker?

The spell checker is a tool to allow students immediate feedback on the correct spelling of words

they use. It supplements the existing school spelling program, but does not replace it.

53

How will parents continue to be informed about integration of

1-to-1 devices into the curriculum?

St Mary’s newsletters will provide updates to the whole school community about the use of the

devices by students and teachers in and out of the classroom. Ongoing parent information and

education will assist parents with the use of the device at home.

Student safety and online privacy

Will children be safe carrying 1-to-1 devices?

Overseas research has shown that insurance companies have reported very few incidents while

students travel to and from school. Students should be specifically warned not to take the devices

out in public, and to carry them in a protective cover, which should be placed within their school

bags.

Are these devices going to add to the heavy loads students carry from

home to school?

The device has been deliberately chosen for a number of reasons, including its weight specifications.

The device will alleviate the need for students to carry calculators and textbooks, further reducing

the weight of items students need to carry to school. The device should not be packed into the

bottom of an oversized backpack with other books and items, because this can lead to a

compression fracture of the screen.

Will the student files on the device be private?

Students can expect their device to be periodically inspected and monitored for appropriate usage.

School personnel may request access to the browser history and/or caches as well as any and all files

belonging to the student resident on the device as well as stored on the school’s server and web

based drives. Students and parents need to be aware that the files stored locally or on server and

cloud-based storage are not private.

Evaluation

Evaluating the program

The 1:1 computing device program will be evaluated potentially using the following methods;

54

anecdotal evidence provided by teachers, parents and students

a pre- and post-technology skills assessment

tracking the amount of time students use the 1-to1 device in classrooms

surveying parents, students and teachers concerning the impact of 1-to-1 access on student

learning.

Software and hardware

What software will be on the devices?

With the help of classroom teachers, St Mary’s has researched and is proposing a standard image

that incorporates both Toowoomba Catholic Education Office - licensed and free open source

software. This image has also been developed to aid students in meeting requirements of the

Australian Curriculum and to replicate the type of software that is used in the workplace. It is

envisaged that this comprehensive and high-quality software list will meet the needs of students

over the life of the device; however, schools and students may load additional software to meet

their needs subject to appropriate copyright and licensing laws.

What hardware will be offered?

St Mary’s students will be provided hardware with the following features:

a standard suite of software

management and security software

configured to enable reliable access to online applications, administration and teaching and

learning resources

students will have day-to-day responsibility for the machine including their management and

care, both at school and at home

devices will be configured to enable users to connect outside the school network eg. to

home networks.

Warranty, Damage and Responsibility

• The devices come with a standard 12 month manufacturer’s warranty.

The School does not provide any insurance for these devices; however, parents/guardians are

encouraged to consult their insurer about coverage for these items.

• The student is always responsible for the device.

• All damage (accidental or otherwise) and subsequent repairs or replacement will be the

responsibility of the student and their parent/caregiver. If the device is damaged and the

cause of the damage is unknown, the student and parent/caregiver will be responsible for

55

the repair/replacement of the device. If the device is damaged by a third party, this will be

investigated and the cost of repair or replacement will be apportioned fairly and

appropriately. If damage by a third party occurs because of a lack of care by the student,

the student assumes responsibility for the damage and associated costs.

• In cases where the device must be replaced, parents/caregivers agree to purchase the same

device which will, in turn, remain the School’s property.

Is there a charge for school-based software installed on machines?

All school software is installed at the School’s expense.

Who Owns the Device?

• The device, cases, accessories and attachments are always the School’s property.

• When the device reaches end-of-life, the Principal will make a decision around the disposal of

the devices, which may include making the devices available to students.

What are the learning outcomes of the student whose parents do not

agree to the terms and conditions of the supply and usage of the

computer?

Students will be educated and address the same learning outcomes they do today.

How does a student participate if they do not have a computer?

Students will be given access to a computer, which might or might not be located in their current

classroom.

Can students bring their own devices from home instead?

No. Home devices are not configured to the school network, can be a source of viruses and are

often not enabled with the licensed software. Home devices may not be licensed to use the school

image and maintenance issues may not be resolved in an appropriate time frame and therefore will

not be able to be used on the school network.

Will textbooks still need to be purchased?

No, all textbooks will be online. The School has purchased a subscription to Learning Fields resource

which gives teachers and students access to a wide range of text books which are in line with the

Australian Curriculum.

56

Is the device password-protected?

Students will be prompted to log on with a password when turning on the device. A password-

protected device may help protect students’ personal information in incidents of loss or theft.

Students are not permitted to share their password with their peers.

Can students install their own software?

Software may be installed where students hold appropriate licences. It is the student’s

responsibility to ensure that there is enough hard drive space and RAM available to engage in all

educational requirements. Music and movies will be allowed for academic and recreational reasons,

provided copyright obligations are met. Downloading music, games and videos from the internet

during school hours is prohibited except when directed by a teacher. The national Copyright Advisory

Group (CAG) has developed the Smart copying Website http://www.smartcopying.edu.au/scw/go to

provide a comprehensive guide to copyright issues affecting Australian schools.

If software is required by a class for academic purposes, the school will purchase licences and make

arrangements for the installation the software for student use. Permanent changes such as

engraving, marking, painting or drawing will not be permitted as the devices may be used by more

than one family during its lifetime at the school. However, students will be able to personalise the

software interface and background.

Note: The device may be restored at the end of each year.

Where do the devices go when not in use?

When not in use, the devices should be in a student’s locker. An unattended device around buildings

or school grounds will be collected immediately by a staff member and treated as a lost item. This

could incur a penalty in accordance with school policy.

What about flat batteries? Will students ‘plug in’ in the classrooms?

Students are expected to charge the device overnight and to bring it fully charged to school each

day.

What about equipment breakdown or if a student forgets to bring it

to school?

Although the computers selected will be robust and reliable the reality is that sometimes things will

go wrong. In this instance, it is the parent/caregivers responsibility to repair the device. If the

problem is due to a computer hardware issue please inform the school immediately to enable us to

contact the manufacturer, if applicable. The school will have a bank of spare devices that will be

http://www.smartcopying.edu.au/scw/go

57

swapped in and out of service when a computer requires a repair or it a student forgets to bring it

from home. This means that a student will have access to a computer at all times. All swap-outs

will be done a like-for-like basis, where possible.

Home use of devices

The school monitors usage at school, but who monitors it at home?

That is the responsibility of the parents. When off school grounds, parents have full authority to

monitor device usage. Examples of this include:

Encourage use in a family room and not in the bedroom

Restrict use at certain times of the evening or weekend

Advise not to take on long trips, and

Examine the documents and other contents of the device.

How can students access the internet from home?

Home Internet connection is not supplied by the school or Toowoomba Catholic Education. There is

no mandated expectation that Internet access is available at home. If there is an existing Internet

provision at home, a device can be configured for access.

How can devices be used at home?

Examples of home use for which internet access would be required include:

Using online collaborative websites such as class blogs, wikis and potential online conferences

Using email when made available by Toowoomba Catholic Education Office

Completion of homework using online resources.

Examples of home use for which internet access would not be required include:

Using any of the Microsoft applications or open source software provided using any subject-

specific software

Working with audio, picture or video files on the devices

Text books from Learning Fields can be access offline.

58

Other FAQ’s

What happens when a student leaves the school?

Like a library book, the student will be asked to return the device to the School. There is no

portability arrangement between Toowoomba Catholic Education Schools.

59

1. Education Purposes

a. Students are to use their computing device for educational purposes.

b. The computing device comes pre-installed with all the necessary software for student use.

Only appropriately licenced software is to be stored on the device computer.

c. Non educational software or data should not inhibit the use of the device as a learning

tool.

d. The School reserves the right to carry out software, hardware and data inspections of

devices at any time.

2. Student Responsibilities

a. Each student is responsible for keeping their computing device.

b. Computing devices are to be kept clean and free from graffiti and any other inappropriate

decoration.

c. It is the student’s responsibility to charge their computing device at home each evening.

d. Students are not to remove any identification labels from their computing device.

e. While travelling to and from school, computing devices are to be carried in school bags in

protective case.

f. Computing devices are only to be used as directed during recess and lunch breaks.

g. The software loaded on the device is licensed to the School. Students are not permitted

to copy, transfer or delete software.

3. Parent Responsibilities

a. Ensure students fulfil responsibilities as outlined above.

b. Supervise student use of the device when at home including their internet use.

c. Ensure the student has their fully charged device at school each day in a condition that

will enable it to be usable for any educational purpose.

d. Comply with the policy of the school in relation to the return/transfer of the device in

the event of the student leaving the school.

4. Data Backup and Software Upgrading

a. Students are responsible for the backup of all data as recommended by the School.

5. Technical Support

a. Students will be given restricted local administrator rights of their computing device.

b. Students will be given training on how to use their device.

STUDENT AND PARENT COMPUTING DEVICE GUIDELINES

60

c. In the event of a software malfunction students should advise their teacher immediately.

6. Use of the School Wireless Network and Internet Access

a. The use of the School Wireless Network and all associated infrastructure are available for

educational use with student computing device.

b. The Internet is only to be accessed through the School Wireless Network.

c. Students are not to remove the virus software provided and replace it with another type

of virus software.

d. Specific network settings are not to be removed or altered as this could affect the device

ability to connect to the School Wireless Network.

7. Email

a. Electronic mail is a valuable tool for communication within the School network and must

not be used inappropriately.

b. Since students are given an email account by the School, no other email accounts may be

used at school (eg. Hotmail, Yahoo, Gmail).

c. School email accounts must only be used to communicate about teaching and learning

matters between classmates and teachers.

d. No external emails to other parties may be sent or received using their school email

account.

e. Teachers will check and monitor emails sent and received by students.

f. Students should exercise care and courtesy when sending emails and any inappropriate mail

should immediately be reported to the teacher.

8. Loss, Theft and Repairs

a. Devices are covered by a standard 12 month manufacturer’s warranty.

b. All instances of loss, damage or theft must be reported to the School as soon as possible.

c. Any hardware malfunction will be the responsibility of the parent/caregiver as the devices

are not covered by a manufacturer’s warranty.

d. All damage (accidental or otherwise) and subsequent repairs or replacement will be the

responsibility of the student and their parent/caregiver. If the device is damaged and the

cause of the damage is unknown, the student and parent/caregiver will be responsible for

the repair/replacement of the device. If the device is damaged by a third party, this will

be investigated and the cost of repair or replacement will be apportioned fairly and

appropriately. If damage by a third party occurs because of a lack of care by the student,

the student assumes responsibility for the damage and associated costs. Parents/caregivers

are advised to consult their insurer about coverage for these items.

e. In cases where the device must be replaced, parents/caregivers agree to purchase the same

device which will, in turn, remain the School’s property.

61

9. Assessment and Homework

a. Students are encouraged to use their computing device for homework and assessment

tasks. However, the loss of data or hardware malfunction cannot be grounds for the appeal

of any assessment task or homework.

10. Classroom Usage

a. Student computing device are to be brought to school each day, however the classroom

teacher will manage the use of the devices in the classroom.

b. No student is to take out or use a computing device without the permission of the

classroom teacher.

c. When in use, the device should be placed on a safe, secure surface wherever possible.

d. The device should not be carried around whilst the screen is open.

11. Ownership

a. Students have use of the computing device whilst they are enrolled at the School. When

leaving the School, students are to return the device and accessories in good working order.

62

BOOK LIST

1 Box Tissues

3 Reams White Xerox computer paper

1 Box Columbia coloured pencils

10

HB lead pencils

1

Safety Scissors 177mm

1

Vinyl Folio bag - must be waterproof and clearly named

2 A4 Display folders - refillable 30 pages labelled Portfolio Semester 1 & Portfolio Semester 2

8 A4 Display folders - refillable 30 pages

4 Pks Display Folder Refills

1 A4 Spirax 5 subject notebook

1

Metal double sharpener (for large & standard pencils)

1

Pencil case

1

Ruler

1

Large Staedler eraser

2 40gram Glue sticks

1

Paint shirt

1 A3 533 Sketch Book

8 A4 Exercise book 96 page 8mm feint ruled

1 A4 Quad book 7mm

1

SDC 805 Mini Desktop Calculator

1 Pkt Connector Felt pens

1

Goodnews Bible

1

USB memory stick 8GB

4

Highlighters

1 10cm 360 degree protractor

1

#909 Maths Set

2

Red biros

2

Blue biros

2

Black biros

1

Student Middle School Diary (Purchased from St Mary's School Office)

1

Small stapler & staples

10

Blank DVD's

1 Headphones

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CONTACT DETAILS

Postal Address: PO Box 45, Goondiwindi Qld, 4390

Telephone: 4671 1730

Facsimile: 4671 1145

Absentee Line: 4671 2063

Email: [email protected]

Website: www.goondiwindi.catholic.edu.au

Office Hours: 8.15am – 3.30pm

Key Contacts:

Principal Mr Brett Pollard

Assistant Principal (Religious Education) Mrs Kristina Griffiths Curriculum Coordinator Mrs Nicola Wyllie

Middle School Coordinator Mrs Nicola Wyllie

Support Teacher (Inclusive Education) Mrs Allison Marsh

Teacher Librarian Mrs Emma Petrie

Middle School Teachers Mr Bevin Goodes

Mrs Shannon Quinlan

Ms Christine Border

Mrs Anita Roberts

goondiwindi parent handbook - st mary's parish school · 2019-02-08 · 3 our mission mission...

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