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Biloela State High School
Quality Student Futures Handbook
Information for New
Parents and Students 2017/18
Biloela State High School Locked Bag 2, Biloela Q 4715 Phone: 49928666 Fax: 49928600
Email: [email protected] Web: www.biloelashs.eq.edu.au
Table of Contents
Our Statement of Purpose: ....................................................................................................................... 4
Our school community values: .................................................................................................................. 4
Our Rules: ................................................................................................................................................ 4
We Value Quality Classroom Learning: .................................................................................................... 4
Members of our community strive to achieve their potential through: ........................................................ 4
School Information .................................................................................................................................... 5
School Session Times .............................................................................................................................. 5
Quality Classroom Learning ...................................................................................................................... 5
Our Leadership Team ............................................................................................................................... 6
Our History ............................................................................................................................................... 8
Our Logo .................................................................................................................................................. 8
Our Houses .............................................................................................................................................. 8
Finding the Meridian ................................................................................................................................. 8
Respecting the Talents of our Students .................................................................................................... 9
Steps to Quality Futures ........................................................................................................................... 9
Extending High Level Learners ............................................................................................................... 10
Learning Support Program ...................................................................................................................... 11
Skills 4 Success literacy & numeracy support (S4S) ............................................................................... 10
Special Education Program .................................................................................................................... 10
English as a Second Language or Dialect (ESL/D) ................................................................................. 10
Work Experience .................................................................................................................................... 10
GYST Program – Guaranteed Youth Support and Training .................................................................... 11
Indigenous Support Program .................................................................................................................. 11
Reporting ................................................................................................................................................ 11
Student Support Services ....................................................................................................................... 11
Responsible Behaviour Plan ................................................................................................................... 12
YOU RESPOND AND ACCEPT YOUR RESPONSIBILITIES ................................................................. 22
Responsible Behaviour Plan Flowchart ................................................................................................... 22
Working on the Little Things ................................................................................................................... 23
Collaborative Support Classroom Process (CSC) ................................................................................... 24
Attendance ............................................................................................................................................. 25
Late Arrivals............................................................................................................................................ 26
Travel to and from School ....................................................................................................................... 26
Enrolment Termination or Transfer ......................................................................................................... 26
Administration of Routine and Emergency Medication and Management of Health Conditions ............... 26
Self-Administration of Medication ............................................................................................................ 27
Illness at School ..................................................................................................................................... 27
Personal Property at School ................................................................................................................... 27
ID Cards ................................................................................................................................................. 27
Out of Bounds Areas .............................................................................................................................. 28
Items Not to be Brought to School .......................................................................................................... 28
Communications ..................................................................................................................................... 28
Library Services to Students ................................................................................................................... 28
Student Resource Scheme (SRS) .......................................................................................................... 29
Sport and Physical Education ................................................................................................................. 29
School Tuckshop .................................................................................................................................... 29
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Visitors to the School .............................................................................................................................. 29
Parents’ and Citizens’ Association .......................................................................................................... 29
Student Leadership ................................................................................................................................ 29
Our Financial Year Leadership Program................................................................................................. 30
Our Vertical Care Group Structure and Student Mentoring ..................................................................... 31
Themes for Health, Wellbeing and Excellence........................................................................................ 32
Active Lifestyle & Camping Program ...................................................................................................... 33
Student Dress Code ............................................................................................................................... 34
Formal Dress .......................................................................................................................................... 35
Safe School – Reducing Sun Exposure .................................................................................................. 36
Uniform Infringement Procedures and Late to School ............................................................................. 36
Senior Uniform Expectations .................................................................................................................. 36
Persistent and Wilful Disregard for the Uniform ...................................................................................... 37
Our Goals ............................................................................................................................................... 37
Our Instrumental Music Program ............................................................................................................ 37
Positive Relations – Safe School – Anti-Bullying .................................................................................... 37
Working Together for Our Children ......................................................................................................... 39
Healthy Food And Drink Strategy ........................................................................................................... 40
Assessment Policy ................................................................................................................................. 41
Computer Usage Agreement .................................................................................................................. 45
Goals for the Future................................................................................................................................ 45
Junior Secondary @ Biloela State High School ...................................................................................... 46
Qparents ................................................................................................................................................ 47
Our Statement of Purpose:
Biloela State High School is committed to developing the whole student through quality education.
We provide active learning opportunities through explicit instruction where students are inspired to become confident, creative, lifelong learners and informed citizens.
Our school community values:
Respect
Responsibility
Excellence
Honour
Our Rules:
Be Respectful
Be Responsible
Be Safe
Be Your Best
At Biloela State High School we aim to
provide Quality Futures for students
through a consistent focus on:
Quality Learning
Quality Teaching
Quality Leadership
Quality Relationships
Quality Learning Environments
We Value Quality Classroom Learning:
Every child matters, every day
Strong Relationships – trust and respect
High Expectations
Quality Presentation and Handwriting
Time on task
Correction and Feedback
Super 6 Listening Skills
We value a consistent approach in enforcing our high expectations. As a school we value those actions, the little things, which will enable us to reach these expectations.
Members of our community strive to achieve their potential through:
Demonstrating pride in themselves, their school and the Biloela community
Becoming productive members of society and active, globally aware citizens
Accepting the challenge of leadership opportunities offered
Becoming life-long learners
Remaining true to our school motto “honor supra honores”
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Honour above Honours School Information
Opening Day 29 January, 1963
Postal Address Locked Bag 2, Biloela Q 4715
Delivery Address Scoria Street, Biloela Q 4715
Telephones School 07 4992 8666
Student Absence 07 4992 8660
Agriculture Department 07 4992 1739 (no internal line)
Tuckshop 07 4992 8631 or internal 627
Fax 07 4992 8600
Email - School [email protected]
Website www.biloelashs.eq.edu.au
School Session Times
Lesson Time Start Time End Length
Warning Bell 8.50am (8.45am Mon)
Assembly 8.50am 9.05am 15 mins
Care Group 8.55am 9.05am 10mins
Lesson 1 9.05am 10.15am 70mins
Lesson 2 10.15am 11.25am 70mins
Lunch 11.25am 12.10pm 45mins
Lesson 3 12.10pm 1.20pm 70mins
Afternoon Tea 1.20pm 1.50pm 30mins
Lesson 4 1.50pm 3.00pm 70mins
Quality Classroom Learning Important for everyone in our school community
Respect For self and others and classroom learning tools
Bullying - No Way
Accept difference (and no put-downs)
Participation Orderly classroom entry, attention to classroom routines (e.g. Hands up, seating plan)
Everybody participates and has a go
Listen carefully to the speaker and encourage them
Be on-task and follow instructions carefully
Follow our Seating Plan
Positive Positive and Orderly Classroom language, manners and tone
High Prepared with equipment for learning and on time
Standards Pride in school uniform and appearance
Strive to achieve set goals
High Standards for Bookwork with visible checking and correction
Be safety conscious
Active Learning Students know the purpose and goals for each lesson
Catering for Learning Styles – Auditory – a preference for hearing,
Visual – a preference for seeing and Kinaesthetic – a preference for doing.
Active Learning including ICT's and hands-on activities
Have Fun!
Responsibility Personal responsibility for behaviour and learning
Success Success and achievement for all
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Our Leadership Team
Administration
Office Hours: Mondays to Fridays - 8.00am to 4.00pm
Principal: Heather Murry
Deputy Principal David Hall – Junior Secondary
Deputy Principal: Tania Roach – Senior Secondary
Business Services Manager: Shelly McMahon
Heads of Department
Business/Technology/Voc Ed: Gavin Hams
English: Halena Hall
HPE/Arts: Kath Zischke
Humanities/LOTE: Dean Brewer
Mathematics/IT: Andreas Foondun
Science/Agriculture/ESL: Nav Singh
A/Special Education Services Joy Milburn
Guidance Officer Teresa Riley
Year Coordinators - 2018
Year 7 Jasmine Brix
Year 8 Karen Daniels
Year 9 Jennifer Parker
Year 10 Mikaela Pickles
Year 11 Tamasin Roeger
Year 12 Lynesha Green
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Our History
Biloela State High School first opened its doors on 29 January 1963 under the leadership of its founding
Principal Mr Phil Clarke. The school quickly developed a strong reputation in Central Queensland, a
reputation we strive to maintain and improve today.
Our Logo
The school logo symbolises our cultural and historical background.
The Gangulu tribe, who inhabited the region prior to European settlement, named the area “Biloela” after their totem: the white cockatoo. In honour of the symbol and true name of Biloela the school logo is the yellow crested white cockatoo.
The Biloela State High School motto, ‘honor supra honores’ was developed under the direction of the first Principal, Mr Phil Clarke expressing to students to strive for integrity and dignity before prizes. This is a motto by which the school still lives.
Our Houses
Students are placed in one of the four school houses for intra school competitions:
Burnett (Red) Tasmanian Devils James Charles Burnett (Surveyor and Explorer)
Flinders (Green) Frogs Matthew Flinders (Explorer and Navigator)
Lavarack (Blue) Dolphins John Dudley Lavarack (1st Qld born Governor of QLD)
Paterson (Yellow) Lions William Paterson (Explorer and Botanist)
During the school year Biloela State High School conducts three inter-house carnivals:
Swimming – First term Cross Country – Second Term Athletics – Second Term
Finding the Meridian
The Meridian – A point or period of highest development, greatest prosperity or the like.
Our focus on reaching the Meridian supports our Inclusive Whole-School Approach to student learning.
As a State High School and member of Education Queensland, we are committed to providing safe,
supportive, inclusive and disciplined learning environments for all our students. This means that every
day in every classroom we adopt a problem solving approach to the particular academic and/or social
learning challenges experienced by some learners, including those with a disability and those who desire
high level challenge and extension.
We focus our support in three layers:
Universal Focussed Intensive
1. Universal – differentiated teaching for all students within the school’s teaching framework. This
happens in every classroom, every day.
2. Focussed teaching – additional scaffolding for some students to enable them to meet year-level
curriculum achievement standards or compacted, extension or accelerated teaching to meet the
needs of high level learners
3. Intensive teaching – for a small percentage of students achieving well below the year-level
achievement standards in some or all learning areas
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Respecting the Talents of our Students – Seeking Excellence
Our responsibility is to foster excellence for all learners at their level, developing their skills and
knowledge to the highest development possible, given their choices, circumstances, gifts and talents. We
are aiming for the point or period of highest development, greatest prosperity or the like – The Meridian!
Steps to Quality Futures – Junior and Senior Secondary
1. Knowing Our learners – Collecting and Reviewing Data
Each teacher looks at the available student data from our OneSchool Database: NAPLAN Data, Achievement data, IEPs, medical information, contact, behaviour, achievement and attendance and any other available data to assist them in knowing their learners as soon as possible when they get a new class. Teachers add to this data record on an ongoing basis.
2. Learner Action Towards Improvement
a. Goal Setting, Targets and Strategies
Complete Goals in Student Organiser through Care Group discussions using SMART principles – specific, measurable, achievable, real and timed.
Set goals and targets for student achievement in each subject and record in student notebooks/electronically.
Teachers explicitly teach the important assessment criteria in each subject and explain how the student’s subject profile works and how results are given. They will also assist students in setting targets for the subject.
For each subject Assessment task, the teacher discusses whole class strengths and weaknesses for each assessment task and explains how criteria and/or marks were awarded for task. Teacher also reviews how to work out overall result for subject on profile.
Students and teacher have one-on-one reflective conversations about student progress collaboratively identifying positives and areas for improvement specifically discussing appropriate strategies.
Students re-set goals for the next assessment piece and strategies to achieve each goal – These should relate directly to assessment criteria weaknesses.
Teacher checks and approves, or recommends changes to, each student’s goals and strategies.
b. SET Planning and tracking goals, targets and strategies begins in Year 8
Students log onto OneSchool and add to/update their SET Plans (in class or set for homework - complete at home or on Resource Centre computers). They print a copy to give to the teacher as proof they have done it.
Teachers refer to students’ goals and strategies on a periodic basis throughout each term.
In the senior school, students update their SET Plan at key review times: Year 11 Term 2, Term 3, Year 12 Term 1, Term 3 in conjunction with the Pathways Coordinator, Mrs Moller, and key teachers. Student plans review by Administration Members. Junior students are supported by our Junior Pathways Coordinator and Youth Support Coordinator, Megan Muller.
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c. Tracking, Monitoring and Progress interviews
Individual meetings as required to discuss students’ achievement results, effort and behaviour in class, their career pathways and goals/targets for each subject with the Administration Line Manager and/or the Year Level Coordinator and their parents.
In the senior school, we hold individual meetings between each year 10-12 student and key staff members to discuss students’ achievement results, effort and behaviour in class, their career pathways and goals/targets for each subject and/or their parents.
3. Feedback
We communicate progress to students and parents through feedback.
Sometimes, teachers will contact home to give early warning of concerns about student progress.
Teachers give feedback in many ways to encourage improvement.
We hope that giving students early information on their progress will assist them to reach their goals.
Intensive Teaching in Junior Secondary and the Senior School
Provide intensive, explicit teaching for each different learner based on identified weaknesses.
Monitor and review student achievement to further inform targeted teaching. Record in OneSchool.
Consider referrals and further investigation of students not responding.
Our Teachers use Explicit Instruction in all our classrooms – Lesson Intention & Success Criteria,
Warm-up, I Do, We Do, You Do, Plough-back- ask your students what this is!
Extending High Level Learners – Meridian Program
The Meridian Extension Program for Biloela State High School is a Focussed Support Program to allow students the opportunity to participate in activities that enhance their learning and enables them to extend their learning to a high point of development above our regular curriculum. We extend students looking at Curriculum Density, Difficulty, Depth and Diversity.
The core of the program relies on particular students taking the opportunities offered to participate in specific activities. These activities are provided in a variety of different ways including: competitions, summer schools, workshops, competitions or activities at lunchtime/afterschool and importantly, within our curriculum, for students who join ACE classes.
Our Meridian Program gives students a choice to access extension or enrichment activities in class, at lunch time, on-line and outside the school day. Students mix with other like-minded students participating in a range of challenging opportunities of their interest.
To join Meridian Program activities, students simply make choices to participate. Meridian students might select to join our ACE program. They might also participate in lunchtime activities or extend their skills in public speaking or join our robotics team. They might volunteer to tutor other students in Wednesday afternoon tutoring as this extends their knowledge.
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Curriculum Planning that Matches our Support for Meridian Learners
Our Curriculum Planning must include plans for our high level learners. We expect that, at times, our teachers plan their lessons for the top 2 band learners and differentiate downwards, rather than beginning in the middle.
Our Classroom Teachers know their students, their student support plans and provide challenging learning environments appropriate to all students in their classes. Our OneSchool database assists teachers to know about the specific learning needs of students.
Biloela State High is committed to an education program that recognizes individual student differences. Embodied in this commitment is a responsibility to gifted students to help them maximize their high potential.
Opportunities for higher order thinking are embedded throughout the curriculum, and further enriched through the various school and regional extra-curricular options such as CQ region Secondary Gifted and Talented Camp, Competitions and Science Brain Bee. As well, students have the option in their senior years to extend their learning through university or TAFE offerings.
Students are identified via a range of measures which include: primary school identification, teacher nomination, school performance, in-house aptitude testing and parent nomination. Currently, staff members work together to support these students.
Accelerated Curriculum Enrichment classes (ACE)
Students in Year 8, 9 and 10 are offered the opportunity to extend their learning in English, Maths and Science. They complete an application and enter the program if they are successful at interview.
The Accelerated Curriculum Enrichment (ACE) program for students extends their learning in higher order thinking, creative and lateral thinking, pace, complexity of challenge, appropriate degrees of independence and the development of the whole student.
Students who have exhibited high academic results and have a desire to continue to develop their skills to a very high standard are encouraged to apply. To be successful in these subjects, students need to be:
Highly motivated
Able to commit to independent work.
Interested in developing their creative and critical thinking skills.
Learning Support Program
Biloela State High is committed to an education program that recognizes individual student differences. Embodied in this commitment is a responsibility to assist students achieving below a ‘C’ standard to help them realize their potential. This is a Focussed Support Program.
Learning Support is provided to Students:
Those with diagnosed learning difficulties and disabilities that do not fall under the ascertainment criteria i.e. Dyslexia, Auditory processing disorder.
Underachieving students who fall below grade level expectations due to social and emotional reasons.
Support is managed utilising the Whole School Intervention Model whereby students who are identified as underachieving are supported through a layered approach. This entails starting at the ‘grass roots’ level with professional development for staff to ensure quality teaching and learning happening in our classrooms, to targeted teaching of concepts, to withdrawal programs for students well below grade level.
There are 3 layers of intervention that form the basis of the Whole School Improvement model adopted by our school to meet the needs of our students: Whole school action, focussed group interventions and Intensive interventions – these may involve an Individual Learning Plan (ILP).
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Our Whole School Improvement approach:
Uses standardised tests, NAPLAN and State standards as well as school-based expectations in determining the need for intervention;
Uses classroom-based assessment tools in targeting areas for intervention;
Provides support to teachers in making intervention decisions;
Provides literacy and numeracy resources in a collaborative approach to intervention;
Uses student achievement data to measure the effectiveness of intervention.
The policy is in line with CRP-PR-009: Inclusive Education and P-12 Curriculum Framework.
Skills 4 Success literacy & numeracy support (S4S) – Year 8 to 10
Skills for Success, (S4S), is a Focussed Support Program offered as a subject choice only for SNU/LS students who have not achieved National Minimum Standards in their Year 7 NAPLAN results. Students will be identified by the Student Support Services staff usually while they are still at Primary School. Class sizes in this subject are smaller and the program provides an opportunity for students to receive support aimed at improving their literacy, numeracy and independent study skills to match year level expectations. In Year 8, students who are enrolled in S4S will not do SOSE or Japanese. Parents sign an exemption form removing their child from studying Japanese. Students entering this subject must show a commitment to improving their academic outcomes and results. Parents will be contacted if their students are eligible for this program. Students may be removed from this program if they are not working towards the goals of the program.
Special Education Program – Wandalia Learning Access Centre
Students with a verified disability are supported by this program. For students with high level needs, this is an Intensive Support Program. Special Needs teachers design individualised programs based on particular student needs and these are documented in support plans. These programs occur in mainstream classes wherever possible and are usually supported by a teacher aide. Some programs are tailored to support student needs within our Learning Access Centre using small group interventions.
Many verified students are supported to remain totally in mainstream classes and their needs are supported by classroom teachers using our Whole School approach. This is usually supported with specific advice for teachers to enable them to differentiate curriculum and teaching to meet the needs of learners. This then becomes a Focussed Support Program.
Supported Transition Plans from school to work form a key part of special education programs as students reach their senior years and this includes focussed work experience and support from external agencies. Advisory Visiting Teachers support our verified students as well.
English as a Second Language or Dialect (ESL/D)
English as a second language (ESL) teachers work with students who have English as their second language. This is an Intensive Support Program. Their teaching focus is on the English language, literacy and cultural demands of the curriculum, and the student’s ability to meet those demands. Our ESL teacher supports all our ESL learners to develop proficient language skills. They will provide advice to teachers and will require feedback from teachers to assist them to target the appropriate support for each learner. Focussed support will also occur in mainstream classrooms.
ESL/D students are encouraged to develop their language skills through immersion in English and they are supported with targeted literacy interventions and on-line computer programs.
Work Experience
Students in year 10 and 11 complete one week of work experience each year. They will be charged $25.00 in the first instance. Students are encouraged to consider further work experience in school holiday time which is free of charge. Young people able to access work experience when they turn 14years.
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GYST Program – Guaranteed Youth Support and Training (Year 9/10)
Students are invited to join this program if we believe an alternate approach to developing literacy and
numeracy through active learning is required. This program uses the ASDAN Program which contributes
one Credit towards a student’s Queensland Certificate of Education.
Indigenous Support Program
Biloela State High is committed to the needs and concerns of our Indigenous students and their families. This is a Focussed Support Program. A teacher aide is on staff to work with indigenous students in classrooms. The teacher aide supports the students by ensuring they complete their assignments, exams and class work. The program is enhanced by our Indigenous Support Team.
Our Indigenous students attend FOGs – The Former Origin Greats Career Expo and other activities to support and improve their learning outcomes.
Our school is a member of the Biloela Indigenous Education Group who organise health checks, the annual NAIDOC week activities, TAFE based courses and community projects for our Indigenous community. This group also brings the indigenous students, parents and school staff together through regular community barbeques.
Where Indigenous students have high-level needs an Intensive Support Program can be put in place and this would be documented in the student’s Individual Learning Plan.
Reporting
Biloela State High School has three written reporting periods per year:
At the end of Term 1 an anecdotal progress report is sent to students and parents with grades
At the end of Semester 1 and Semester 2 where assessment of students is linked to standards, and each faculty has internal moderation practices in place to ensure consistency of teacher judgements.
Evidence of student work is kept in accordance with QSA policy and is provided at Monitoring, Verification and SAS Moderation meetings.
Student/Parent/Teacher Interviews are held early in Terms 2 and 3. These interviews set out firstly to discuss how students have settled into their subject workload and to share information about the students’ circumstances. The Term 3 interviews are focussed on discussing achievement, student issues and ways to seek improvement.
Anecdotal class teacher reports are written as requested by Year Level Coordinators or Administration members to give specific feedback to students and parents at other times where there are clear issues affecting student learning.
Student Profiles from OneSchool are also shared with parents at key times to summarise the communication, support and attendance for a particular student.
Student Support Services
Students are encouraged to form a trusting and cooperative relationship with their Care Group Teacher and should feel confident to approach them with any problems. Year Level Coordinators are also available to provide care and support.
Career guidance and personal counselling is provided by our School Guidance Officer and bookings can be made at the HUB – the Guidance and Chaplaincy rooms at lunch times.
The School Chaplain supports our students, building positive relationships, helping with emotional and spiritual needs, and building important life skills. He also encourages students through crises, role models acceptable behaviours and assists with moral dilemmas.
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Responsible Behaviour Plan
This document is based on The Code of School Behaviour.
1. Purpose
Biloela State High School is committed to providing a safe, supportive school environment where all members are respected and valued; where opportunities are maximised for all through a quality curriculum, caring relationships and school organisation; where individual responsibilities and doing your best are valued.
We are focused on developing quality outcomes for students with a clear focus on quality student learning, quality teaching, quality leadership, quality relationships and quality learning environments. We use Explicit Instruction techniques to teach responsible behaviour and to develop a positive approach to learning.
2. Consultation and Data Review
This plan has been developed in consultation with the Biloela State High School leadership team members, teaching staff, students and the school Parents and Citizens. It has been available for comment by the wider school community.
3. School Beliefs about Behaviour and Learning
Biloela State High School is committed to providing a safe, supportive school environment where all members are respected and valued; where opportunities are maximised for all through a quality curriculum, caring relationships and school organisation; where individual responsibilities and doing your best are valued. Students are prepared for an active role in democratic life and society. High expectations, equity, inclusiveness and the building of social capital are key features of our quality state school.
Honour Above Honours
School Motto
Our values:
Showing Respect
Treating all people and possessions with respect and dignity and fostering safe environments that support innovative and creative practice.
Demonstrating Responsibility
Behaving sensibly and safely, reflecting the rights of others with a strong sense of fairness, encouraging all students to participate in education and cultural activities. Taking responsibility for one’s own actions.
Biloela State High School is guided by our motto, Honor Supra Honores
(Honour on the top of Honours). We understand this to mean that it is
important to have respect and distinction as well as achievements or awards.
These achievements may be scholastic, sporting or cultural. As a result of
this, the school values of Respect, Responsibility, Safety, Doing Your Best,
Caring, Opportunity were agreed upon through consultation with parents,
students, staff and the wider community.
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Excellence - Doing Your Best
Seeking to do the best you can within your own personal circumstances with a focus on extending your own gifts. The school is also committed to the highest standards of accountability and performance through high levels of professionalism. Doing your best equals seeking personal excellence.
Honour - Caring
We seek to support each other and consider the impact of our behaviours on others. Our focussed care systems include clear case management processes and collegial support.
Honour - Providing Opportunity
We seek to enable all learners to access the full range of opportunities available to students at Biloela State High School without favour.
Our beliefs:
We believe that to ensure effective learning it is essential to develop a safe, supportive and disciplined environment that respects the following:
The rights of all students to learn.
The rights of teachers to teach.
The rights of all to be safe.
Further, we believe that:
Learning is a life-long process and all people learn at different rates.
Innovative and creative practices which help people to achieve their best are encouraged and supported.
All individuals have the right to teach and learn to their potential. Teachers have the right to teach and students have the right to learn to their potential.
Behaviour occurs as a result of choice – people are therefore accountable for their choices of behaviour and actions. Consequences should escalate if students continue to make the same poor choices.
Opportunities and experiences which produce social and academic outcomes for students are supported and encouraged.
Behaviour management practices and process must be consistent, fair and sufficiently flexible to cater for the needs of the individual including taking account of disability and language skills (ESL).
Students and teachers work best in environments that are positive, challenging and supportive.
Supporting students is most effective when done in partnership with staff, parents and students.
School policies and practices must reflect proactive steps which encourage self-worth, resilience, positive attitudes and self-discipline.
Our Responsible Behaviour Plan is underpinned by the following principles:
Our State School expects high standards of personal achievement and behaviour.
The foundation of positive classroom behaviour is effective teaching, inclusive and engaging curriculum and respectful relationships between staff and students.
Positive behaviour is enhanced through a whole school approach and effective school organization and leadership.
Partnerships with parents/carers, the wider school community and other support agencies contribute to positive behaviour in schools.
Staff expertise is valued and developed.
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Standards of expected student behaviour are linked to transparent, accountable and fair processes, interventions and consequences.
Responses to inappropriate student behaviour must consider both the individual circumstances and actions of the student and the needs and rights of school community members.
Students can be leaders in modeling proper behaviours and mentoring younger students.
Care and support for students is a critical issue considered in all decision making.
Universal, targeted and intensive behaviour support includes quality learning and teaching practices, a balanced, relevant and engaging curriculum, supportive and collaboratively developed programs and procedures, managed professional development for all members of the school community and adoption of practices that are non-violent, non-coercive and non-discriminatory.
a continuum of whole school positive preventive action for all students:
Our Expectations:
All members of our school community are expected to:
Uphold and recognize the significance of appropriate and meaningful relationships between all members of our community and model these for others.
Conduct themselves in a lawful, ethical, safe and responsible manner that recognizes and respects the rights of others.
Respect the processes of natural justice.
Our Responsible Behaviour Plan is designed to provide:
Supportive classrooms where learning comes first.
Positive support to promote high standards of achievement and behavior.
Clearly articulated responses and consequences for inappropriate behaviour.
Students are expected to:
Participate actively in the school’s education program including work at school, off site and at home.
Take responsibility for their own behaviour and learning, and displaying good manners.
Demonstrate respect for themselves, other members of the school community and the environment.
Behave in a manner that respects the rights of others, including the right to learn.
Co-operate with staff and others in authority ensuring workplace health and safety principles.
Wear the school uniform with pride.
Develop their leadership skills and assertive behaviours.
Parents/carers are expected to:
Show an active interest in their child’s schooling and progress.
Cooperate with the school to achieve the best outcomes for their child.
Support school staff in maintaining a safe and respectful learning environment for all students.
Initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, well-being and behaviour.
Contribute positively to behaviour support plans that concern their child.
Intensive
2-5%
Targeted
10-15%
Universal
80-90%
Our School Improvement
Agenda:
Quality Learning
Quality Teaching
Quality Leadership
Quality Relationships
Quality Learning Environments
Explicit Instruction
about quality behaviour
expectations
Regular Communication
of expectations and
consequences
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Staff members are expected to:
Maintain high standards of ethical behaviour as in Education Queensland’s Code of Conduct, acting as role models both within the school and in the general community.
Show an active interest in each student’s schooling and progress – be positive.
Work at developing a safe and respectful learning environment for all students.
Initiate and maintain constructive communication and relationships with students, their parents and each other regarding the student’s learning, well-being and behaviour.
Communicate personally with those managing incidents as well as collecting written statements and completing OneSchool documentation when an incident occurs.
Contribute positively to behaviour support plans that concern their students.
Display assertive behaviour management strategies and reduce aggressive behaviours.
Ensure appropriate consequences are given in response to inappropriate behaviour.
Provide learning experiences within the school’s curriculum that promote positive learning and innovative and creative practice.
Provide opportunities for students to explore their gifts including access to the ACE extension program and other gifted programs and activities.
Respect the processes of natural justice and support management decisions.
Manage the behaviour of students in their care both in and outside the classroom. HODs and Administration members support this process. The teacher remains part of the final resolution.
Our School aims to:
Provide safe and supportive learning environments.
Provide inclusive and engaging curriculum and teaching.
Initiate and maintain constructive communication and relationships with students/parents/carers.
Promote the skills of responsible self-management.
Work towards consistency and fairness in implementing our school’s Responsible Behaviour Plan.
Communicate high expectations for individual achievement and behaviour.
Review and monitor the effectiveness of school practices and their impact on student learning.
Support staff in ensuring compliance with the Responsible Behaviour Plan and facilitate professional development to improve the skills of staff to promote responsible behaviour.
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Maintaining and Encouraging Responsible Behaviour at Biloela State High School
Least intrusive strategies Behaviour is best addressed at the level of classroom teacher using the least intrusive methods with a focus on prevention rather than reaction.
Whole School Behaviour Support and Positive Preventive Action (All students need)
Relationships Maximise the quality of teacher-student relationships to enhance learning and educational outcomes and develop positive relationships with parents.
Physical environment
Maintain a safe and clean environment with no graffiti to encourage students to take pride in their surroundings.
Responsive curriculum
Allow appropriate choice from a relevant, engaging and challenging curriculum related to individual student needs both in the classroom and in subject selection.
Positive classroom management and planning
Encourage students to set goals and develop strategies for improvement and use positive classroom management programs such as essential Skills for behaviour Management, Positive School-Wide Behaviour, etc.
Student Leadership A focus on quality student leadership enhances positive relationships including leaders, student council and Student Mentors.
Professional development
Assist teachers to reflect on their knowledge, skills and practices, investigate issues and alternatives, challenge themselves, remain life-long learners and raise their self-awareness.
Pro-active programs
Provide pro-active alternatives for student management including Student support team early identification and case management, literacy/numeracy support and district behaviour support programs
Recognise and Reward students
Recognise and reward positive behaviours communicating these to parents through good news calls, by the presentation of certificates and awards and through recognition at school parades
To HODs, Admin, YLCs and support staff will support teachers to manage behaviour
Problem Solving and Targeted Behaviour Support and Escalating Consequences
Conflict resolution Carefully discover all sides of a conflict situation, encourage openness and negotiation, and aim for a win-win solution.
Peer mediation Involve peers or senior students (mentors) in supporting students or helping with situations.
School community conferencing
Encourage regular contact with parents and mandatory contact where behavioural referrals take place, recognising the two-way nature of information sharing.
Counselling Refer to trained counsellors where appropriate.
Responsible Thinking Classroom
Refer students to the RTC when students are failing to respond to warnings of improper behaviour. Negotiation with the class teacher will occur prior to returning to class.
Professional development
Provide professional development on conflict resolution, assertiveness training, conferencing and referral processes.
Curriculum issues Encourage review of curriculum, career options and goal setting.
Support services Refer to individual Support Team members where appropriate. Provide Reflective workbooks for withdrawal and/or suspension
Inter-agency teams Refer to the Student Support Team for case management systems to be put in place.
Most intrusive strategies
Intensive Support (Fewer students need)
Individual management plans
Develop contracts for behaviour and more detailed individual management plans where appropriate. This can include alterations to timetable and support from outside agencies.
Restitution Ensure restitution occurs where appropriate.
Suspension or withdrawal
Refer to the school’s Responsible Behaviour Plan Flowchart carefully recognising that all situations are not “black and white”, but attempting to apply suspensions and withdrawals consistently and fairly. Consider use of Behaviour Improvement Conditions.
Alternative programs
Where extended suspensions occur, arrange for alternate programs with appropriate support agencies. Also arrange for modified learning programs for students at risk.
School community conferencing
Ensure regular contact with parents occurs, recognising the two-way nature of information sharing.
Exclusion with a way back
Consider carefully length of exclusion applications and provide guidance and support in developing plans for return or alternate support education.
Restoring relationships and Re-integration
Regular reviews of case management strategies, encourage positive communication, support and reward systems, recognise improvement, formal re-integration interviews and support for return to schooling.
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4. Processes for Facilitating Standards of Behaviour and Responding to Unacceptable Behaviour
At Biloela State High School, we believe that effective behaviour support relies on maintaining a positive whole school culture, quality learning and teaching practices, relevant and engaging curriculum and a range of provisions that are characterised by non-violent, non-coercive and non-discriminatory practices. The table above shows they range from positive preventative action for all students, through to intensive intervention for specific individuals or groups. Coordinated support systems provide effective and timely support for students.
5. Emergency Responses or Critical Incidents
Where an emergency response is required or a critical incident occurs, the Principal will follow procedures as set out in the school’s Emergency Response Plan. The principal takes overall charge of the incident and delegates the various immediate responses, support measures and communication required. Support teams will be engaged as required to assist victims, witnesses or concerned members of the school community. District Office staff will support as required and assist in the management of media enquiries. Discipline responses will take a back seat whilst the immediate needs of all concerned are met. All care and concern will be directed to those involved or affected by the incident as health and safety is our prime concern.
6. Consequences for Unacceptable Behaviour
The Responsible Behaviour Plan Flowchart describes the usual responses to unacceptable behaviour. Student behaviour that does not comply with the expected standards is not acceptable. Our Responsible Behaviour Plan Flowchart sets out the range and level of responses and consequences for student behaviour that is not consistent with these standards. It is based on the belief that certain unacceptable behaviours demand a higher level of response in the first instance. “Failure to respond will put you here” and “One occurrence will put you here”, clearly outlines to students ‘who’ will deal with the unacceptable behaviour and ‘what’ the expected consequences might be. In determining appropriate consequences, all staff members are expected to follow principles of fairness and social justice and will respond after taking all known factors into consideration. We believe that parents and carers should know about unacceptable behaviours and the consequences that are applied in response. Staff members are encouraged to contact home to share information and seek assistance in solving problems as they arise. Contact with parents/carers is mandatory for the more serious behaviours as outlined in the Responsible Behaviour Flowchart.
Consequences will be applied to:
Provide the opportunity for all students to learn
Ensure the safety of staff and students
Assist students who exhibit challenging behaviours to accept responsibility for themselves and their actions.
In applying consequences for unacceptable student behaviour, the individual circumstances and actions of the student and the needs and rights of school community members will be considered at all times. The range of consequences that are authorised by Education Queensland will be used at Biloela State High School. These include:
Warnings
Discussions about the expected behaviours
Detentions
Referral to support staff
Parent contact etc.
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For more serious types of behaviour, the range of consequences includes:
Withdrawal
Referral to a Collegial Support Classroom (CSC)
Suspensions
Behaviour Improvement Conditions
Exclusions
Cancellations of enrolment.
These consequences will be used after consideration has been given to all other responses. Access to alternative programs and input from other agencies may be necessary for students who repeatedly do not comply with expected standards of behaviour.
The CSC is a temporary withdrawal of the right to attend class. It provides reflection time for the student, sends a clear and serious message that the student is now seriously infringing on others’ rights and involves negotiation with class teachers and advice to parents in the resolution of the problem. Students have lost the right to engage in class work because of their behaviour.
Suspension is a temporary withdrawal of the right to attend school. It provides reflection time for the student, sends a clear and serious message that the student is now seriously infringing on others’ rights and involves parents in problem resolution. During periods of suspension, students are not to attend school. The care of the student becomes the responsibility of the parent/carer. Proposal to exclude is a possible disciplinary absence.
Suspensions will generally follow a pattern of 2 days (first offence), 4 days (2nd offence) and 5 days (3rd offence). Longer periods of suspension can also be used. The latter are normally for more serious offences or situations, or for repeated failure to respond to short-term suspensions.
The Responsible Behaviour Plan Flowchart displays the types of offences that invoke suspensions at this school. The types of offences considered serious enough to lead to suspension include “E-offences” e.g. electronically recording, storing, forwarding, or posting to the Internet or other highly public forum, material that the Principal deems to be highly inappropriate and connected to the school, especially that containing violent, sexually explicit or illegal images or material or defamation of a student or a teacher or other person connected to the school.
The Principal will consider Exclusion (expulsion) for any instances of:
Repeated failure to respond, even to repeated suspensions and/or behaviour improvement conditions.
Possession of illicit or illegal drugs.
Threatening or use of knives and other weapons.
Immediate and serious threat to the safety of staff or students.
Posting on the Internet of grossly inappropriate material concerning students or a staff member e.g. threats, abuse, gross denigration, insinuations or privacy breaches.
Or other very serious misbehaviour which threatens the good order and management of the school.
Before making a decision to exclude, the principal may consider using a Notice of Behaviour Improvement Condition. If used, this will include details such as the behaviour(s) to be addressed, the support to be provided and a case manager’s name.
Post-compulsory Students can have their enrolment Cancelled for:
Failure to actively participate satisfactorily in the program of instruction.
Students in the senior school can have credit for subject achievement withdrawn if they do not complete the substantive requirements of their courses. Such withdrawal of credit can have implications for Overall Position (OP) or Qld Certificate of Education (QCE) eligibility. Students will be given a clear warning when the Principal is beginning consideration for cancellation of enrolment.
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Expectations of All Students
All Students need to attend, behave and work to the standards expected of them at this age. Those students in the post compulsory years (i.e. 16 years or have finished Year 10) have particular responsibilities towards themselves, their family, the school and society at large, to make the best of the opportunities presented to them. More specifically, all students are required:
Attendance
To be at school at least 95% of the time, unless legitimate excuse - illness, medical or similar.
To be at school ON TIME i.e. before 8.40am.
To report through the office when leaving the grounds early or arriving late.
To bring a note from parents that explains their absence.
Attend off-campus classes or study classes as per their timetable.
Behaviour
To comply with the school’s rules and expectations, to the standard expected of a Senior student or a Junior Secondary Student.
To speak respectfully to other members of the school community.
Dress Code
To comply with the school’s dress code—uniform and presentation—including: o To wear the full P&C approved school uniform every day, including during winter. o To wear a minimum of jewellery and make-up as described by our policy o On the odd occasion (once or twice a term) this is not possible, to bring a note.
Electronic Devices
To follow the school’s policy on the use of electronic devices and follow teachers directions in relation to their use.
Equipment
To bring their school diary and use it properly to plan missed work, homework and assessment.
To bring equipment required for particular subjects or activities (one notebook per subject).
Safety
To behave in a safe manner at all times, in presentation, attitude and behaviour.
To bring and wear the required personal protective equipment (PPE).
Work
To work conscientiously in class, produce quality bookwork or electronic work to a high standard.
To complete homework and assignments on time and sit exams as scheduled.
Getting help
To seek assistance from the Student Support Team or others if need be.
Futures
To set genuine goals for each term and beyond.
To commit to these goals through time, effort and persistence.
Students who fail to meet these expectations will have disciplinary action put in place following the Responsible Behaviour Plan Flow Chart.
Post-compulsory students who fail to meet these expectations will receive a written warning due to a failure to participate satisfactorily in the program of instruction. Parents will be involved in this process. Any student who fails to heed such warnings will be given a Show Cause notice, asking him or her to explain to the Principal why his or her enrolment should not be cancelled.
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7. The Network of Student Support
Biloela State High School uses a team approach to behaviour support that includes the involvement of school administrators, staff, students, parents and members of the wider community and personnel from other agencies. Positive support measures aimed at promoting high standards of achievement and behaviour include:
Quality Student/Teacher relations that reduce the incidence of situations requiring behavioural interventions. Where Quality Relationships extend to parents and carers, there is a much greater likelihood of Quality Teaching and Learning occurring in every classroom, every lesson, every day.
A strong emphasis on goal setting and developing strategies to reach goals.
The development and review of goals and aspirations as well as Senior Education and Training Plans.
Informal advice from teachers and administration members.
Pastoral care by Care Group Teachers, Year Level Coordinators and the School Chaplain.
Education with regard to bullying, harassment, rights and responsibilities.
Anti-bullying support provided by all school staff, the Student Support Team and Wellbeing Team.
Two-way communication with parents/carers.
Referral to Guidance Officer, Special Needs/Learning Support Staff, Police Adopt-a-cop, School Youth Health Nurse, Youth Worker or Psychologist.
Links to Outside Support Agencies including Youth Mental Health, Anglicare, PACE Coordinator (Indigenous support), Youth Support Officers, Centrecare, and Behaviour Management Teacher.
Student leadership and mentor opportunities.
Student self-reflection and behaviour review sheets.
Recognition and celebration of good behaviour – Certificates and Awards, Good News phone calls.
8. Consideration of Individual Circumstances
In dealing with inappropriate behaviours, staff at Biloela State High School aim to ensure that educational outcomes for the diverse needs of students are maximised. In responding to inappropriate behaviours the particular situation and context, the individual circumstances and the actions of the student and the needs and rights of school community members are all considered.
Where consideration of individual circumstances has been taken into account, the usual disciplinary responses may be altered and the decision documented and communicated.
Individual behaviour and support plans will be written as required. Students will be appointed Case Managers to meet individual needs. These will be communicated to staff.
9. Related Legislation
Commonwealth Disability Discrimination Act 1992
Commonwealth Disability Standards for Education 2005
Education (General Provisions) Act 2006
Education (General Provisions) Regulation 2006
Criminal Code Act 1899
Anti-Discrimination Act 1991
Commission for Children and Young People and Child Guardian Act 2000
Judicial Review Act 1991
Workplace Health and Safety Act 1995
Workplace Health and Safety Regulation 1997
Right to Information Act 2009
Information Privacy (IP) Act 2009
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10. Related Policies
SMS-PR-021: Safe, Supportive and Disciplined School Environment
CRP-PR-009: Inclusive Education
SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools
SMS-PR-022: Student Dress Code
SMS-PR-012: Student Protection
SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions
ICT-PR-004: Using the Department's Corporate ICT Network
IFM-PR-010: Managing Electronic Identities and Identity Management
SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
11. Some Related Resources
National Safe Schools Framework (http://ncab.nssfbestpractice.org.au/resources/resources.shtml)
National Framework for Values Education in Australian Schools (www.valueseducation.edu.au)
Bullying. No Way! (www.bullyingnoway.com.au)
MindMatters (www.curriculum.edu.au/mindmatters)
School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp?pid=24668)
12. Responsible Behaviour Plan Flowchart
The Responsible Behaviour Plan Flowchart referred to in this document forms an important part of our overall plan. It is intended that this flowchart would be placed in all classrooms and would be an aid to managing responsible behaviour providing clear guidance to both teachers and students about our expectations, possible consequences and who might deal with the variety of issues that occur in our day-to-day management of behaviour.
In applying the strategies and consequences in this flowchart, all school staff will need to ensure a proper balance between the expected rules and consequences whilst ensuring that social justice is observed.
YOU RESPOND AND ACCEPT YOUR RESPONSIBILITIES
* Following withdrawal or referral to the RTC you will be required to negotiate an agreement for re-entry with the parties involved
Suspension+ ONE OCCURRENCE
WILL PUT YOU HERE
Smoking/implements
Assault/fighting
Dangerous behaviour
Gross moral offences, disrespect, stalking
ICT abuse, student/adult
Throwing objects (danger/intent to harass)
Provocative or aggressive swearing or abuse
Substance abuse/alcohol
Serious theft / vandalism / graffiti / ICT misuse
Repeated referral to RTC
Use of weapons (E)
Drugs (E)
Repeated failure to res-pond to suspension E/C)
Failure to participate (E)
POSSIBLE CONSEQUENCES
Restitution
Detention/after school
Parent collects ICT device
Monitoring sheet
Subject withdrawal*
Community service
Central withdrawal*
Possible Suspension
PRINCIPAL
Suspension
Parental Contact
Record on OneSchool
HOD’s FAILURE TO RESPOND WILL PUT YOU HERE
Refusal to follow a direction
Gross disruption in class
Continual lack of effort
Repeated minor offences
Special Provisions
Failure to hand in assignments on time
Computer misuse (minor)
Banned items
CSC* FAILURE TO RESPOND WILL SEND YOU HERE
Refusal to change your improper behaviour for your class teacher
Negotiate with teacher on return to class
House Masters FAILURE TO RESPOND WILL PUT YOU HERE
Misbehaviour at Carnivals/House Activities
Teacher Behaviour
Record
YOU START HERE
Honour above Honours
You have your
rights and you
accept your
responsibilities.
You respond to
guidance.
ALL STAFF Teachers and other staff ADMINISTRATION
No Response
POSITIVE CONSEQUENCES
A safe environment
Enjoy learning experiences
Effective learning
Clean, well maintained environment
School pride
Opportunities
Awards & Certificates
POSSIBLE CONSEQUENCES
Warning/Re-positioning
Confiscation of ICT device
Detention/Make up time
Support Staff Contact
Litter duty
Parental contact
Discussion with HOD
Record on OneSchool
POSSIBLE CONSEQUENCES
Detention
After-school Detention
Support Staff Contact
Check of behaviour in other subjects
Monitoring sheet (across subjects)/Contract
Playground withdrawal*
Teachers FAILURE TO RESPOND WILL PUT YOU HERE
Late to class
Leave classroom without permission
Banned Items
Low level offensive language
Failure to submit work other than assignment
Disrupting class
No uniform/note
Littering
Disobedience
Insufficient work or effort
Minor breaches of safety, failure to use PPE
Poor standard of bookwork or electronic subject organisation
Inappropriate use of electronic devices
Admin ONE OCCURRENCE
WILL PUT YOU HERE
Bullying / Harassment
Graffiti or vandalism
Insolence, Verbal abuse
Repeated safety breaches
Unsafe/Banned items
Theft
Serious offences against students and staff
Serious breaches of community standards
Offensive literature
Possession of weapons
Suspicion of smoking
ICT misuse (major)
Dangerous behaviour
Persistent lack of effort
Repeated referral to the RTC
POSSIBLE CONSEQUENCES
1 to 5 day Suspension
6 to 20 day Suspension
Referral to External Agencies
Police contact
Restitution/apology
Enrolment Cancellation (C) Exclusion (E)
YLC’s FAILURE TO RESPOND WILL PUT YOU HERE
Extended uniform issues
Gross disruption in the playground
Repeated minor offences in Care Group
Misbehaviour or lack of effort in range of subjects
a pattern of explained or unexplained absences or lateness to school
Misbehaviour at YL Parade
HEAD OF
DEPARTMENT
YEAR LEVEL
COORDINATOR
POSSIBLE CONSEQUENCES
Warning/Re-positioning
Detention/Make up time
Monitoring sheet (subject specific)
Withdrawal from subject*
Litter duty
Support Staff Contact Removal of school laptop
Mandatory Parental Contact and Record on OneSchool
Escalating Consequences for Repeated Behaviours
No Response No Response No Response
Support Staff
Responsible Behaviour Plan Flowchart
To be read in
conjunction with the
Biloela SHS
Responsible Behaviour
Plan
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Working on the Little Things
Everyone’s Consistency in Enforcing Expectations. All teachers agree that we will have common standards about a range of matters, below:
Issue Agreed Expectations
Motto, Key Values
Use as a common language: Motto: Honour above Honours; Key Values: showing respect, demonstrating responsibility, seeking excellence, displaying honour.
Punctuality in Grounds
Teachers move to CG/lessons about four-five minutes before. All students to Parade/Care Group by 8.50 and classes on time, moving as soon as the first bell goes arriving before the second bell. Teachers on PGD get students ready to start moving before the end of the break
Punctuality to Class
All teachers to have a system to record students late to class and to apply consequences for repeat offenders. No student to arrive late without being spoken to – then, or at some convenient time in the lesson.
Entry procedures
Outside room, teacher checks that bags are IN bag racks, not near them, nor sprawled over seats or concrete (trip hazard). Students should stay away from bags. Students enter/exit classrooms in an orderly manner prescribed by each teacher (e.g. for Junior classes, could be: stand behind desks until told to sit down).
Homework Given to most students, most nights according to our school policy. If it is given, it must be checked.
Diaries No students are to exit your room until all students have something written in their diary possibly: HW / Reinforcement of today’s learning / Study/ Assignment / NIL. As well as reminders to prepare for future learning.
A Positive Culture
Use positive Rewards as often as possible. Treat students with respect and reward good behaviour, rather than focussing on incorrect behaviour. Tell parents about their child’s good behaviour!
Damage, Hazards
Students to check for damage at start and end of lesson and report; immediately notify the Facilities Officer, via the Repair Book in the office, of graffiti, damage or hazards OR send item to Janitor’s Room, with a securely attached note with room No. where it came from. You should ensure dangerous hazards are managed yourself immediately until the area is secured.
One School Entry
Record information re behaviour, attitude, parental contact in One School’s Record Incident or Record of Contact. This is invaluable when others are dealing with the same student, particularly to spot patterns
Uniform
Care Group teachers’ responsibility first. Persistent excuses for uniform or repeated one-off notes to be referred to Year Level Coordinator after action by Care Group teacher.
Care Group teachers to issue daily passes only; refer to Year Coordinator for passes 2 days – 2 weeks; only Exec to issue passes for > 2 weeks
Sun safety All students out in the sun to have a hat on; teachers model this on PGD and Sport; Give students option of “hat or move to shade”; Don’t walk to/from outside venues without EVERYONE wearing a hat.
Foreign Hats
School hat or sun-safe hat with uniform slip on temporary basis. Every student is supplied with a school hat. Students who have notes for foreign hats are allowed to wear them to sport, HPE (but NOT to the oval/courts at lunchtime); otherwise not to be worn (eg not around the grounds at breaks), no beanies! Be Consistent.
Issue Agreed Expectations
Swearing Non acceptance of this in classrooms or grounds. Teacher to take action (not ignore), appropriate to the context. Seek HOD advice. See also Responsible Behaviour Plan e.g. when ‘f’ word or similar used aggressively or provocatively, send to office.
Smoking Students smelling of smoke to be escorted to the office with their bags.
Mobile Phones
“Brought at own risk.” Allowed in classrooms. Not to be used for inappropriate purposes. Breaches mean confiscation (bring to office) and collect at end of day. Parents to be notified and to collect if confiscated for repeat offenders. Can be a useful learning tool. Teachers don’t answer personal phones in class.
MP3 players and similar
Brought ‘at own risk’. Students are not to have these entertainment devices switched on during class, unless via the express permission of that teacher (and never during assessment). Students to accept different rulings from different teachers. May be used during breaks, as long as disruption is not caused and teachers’ directions are followed. Students breaching these rules will have their parents contacted, and their device confiscated and brought to the office for collection by a parent.
Litter / PGD Active supervision eg of behaviour, litter, toilets & out of bounds. Part of your task on PGD is to have students clean up areas before your duty ends. It’s also a great time to develop strong relationships!
Game Playing
No one past the outer perimeter of buildings; no one on the oval unless actively playing on oval or courts. Running games not to be played around buildings. Around buildings, a tennis ball is the largest ball and can only be used for handball. No contact play anywhere.
Food, Drink Not in classrooms, on oval, courts or Library. Water bottles in classroom are ok except where unsafe.
Gardens Students not to walk through or place bags in gardens. Please respect our plants and the school environment.
RTC The RTC is to assist classroom discipline – not replace it. Some things should be dealt with by HOD’s or Year Coordinators or Admin – see above, eg. Uniform issues to Year coordinator, Physical violence to Admin, Subject related issues to HOD.
ACE Laptops
Only used in ACE classes unless all other students are accessing computer resources. These laptops only used in the Resource Centre at lunch times.
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Collaborative Support Classroom Process (CSC)
A process which allows students to think and respond in a responsible way is the basis of our Collaborative
Classroom Process. Students who consistently disrupt or are unsafe in the classroom and whose behaviour
results in the disruption of other students’ learning, choose to go to another teacher’s Classroom. Students are
sent to the office and office staff will direct students where to go. Whilst students are I this alternative location, it
is an opportunity for students to cool down, reflect on their behaviour and develop a plan that will assist them to
return to their classroom and work to the best of their ability and be co-operative with other members of the
class.
Students are required to negotiate with their teacher on return to the classroom and parents are advised.
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Home Learning Policy
a) The Purpose of Homework
Home learning is designed to enhance learning and develop skills to enable students to succeed. Regular consolidation of learning at home builds stronger neural networks so that students reinforce their learning and this assists them to remember key concepts. Concepts that are not reinforced will be forgotten. Home learning happens in conjunction with classroom learning experiences and depends on teacher planning and individual learner needs. Home learning needs to be interesting, relevant and improve learning outcomes.
Home learning may include the following elements:
Reinforcement of core concepts
Extension concepts to challenge student learning
Revision sheets or text questions
Evidence of study on specific learning areas
Can be active, practical activities
Different homework for different learners
Specified aspects of assignment work (not just work on your assignment)
Preparation for future learning (e.g. work plans for practical activities, reading ahead in the text)
Revision of previously covered work in different ways (e.g. change prose to a table of key concepts)
Home learning should not be used as a consequence of poor student behaviour and should be planned and thoughtful. Home learning should rarely be continuation or completion of classwork - this penalises slow workers and does not challenge more able, faster finishers.
b) Checking & Consequences
Home learning will be checked on a regular basis by classroom teachers and recorded. Students should also self-regulate home learning completion and study by referring to the guide in their student diary. It is essential that students complete set tasks to the best of their ability. Classroom teachers will establish expectations and consequences to enhance homework completion.
Home learning is important in the consolidation of student learning and parents must be notified if students are not demonstrating effort in completion of home learning. This communication can occur through, the student diary, phone calls or email and should occur early when the problem begins, not just before the end of a unit, term or semester. All communication with parents should be recorded in OneSchool.
Failure to consistently complete Home learning will result in consequences. Consequences may include parental advice through the student’s diary and and/or include lunch time or afternoon detentions.
c) Support for Student Learning and Home Learning/Assignment Completion
Students should also be encouraged to set personal goals for study/home learning to help structure their learning. For example, senior students should be studying each night (refer to diary). Study is student-set homework and they should be taught specific skills to summarise and reinforce learning in class. Study is more than just reading!
If a student is having difficulty with home learning/classwork, the classroom teacher should discuss this with them to find solutions and improve their motivation for success. Parents are encouraged to support home learning completion.
Biloela State High School faculties provide support for student learning in various ways. Students should be encouraged to seek extra help, during breaks, before and after school and this can be prearranged through consultation with teachers. Tutoring opportunities are advertised to all students.
Attendance
Schooling at Biloela State High School is a full time occupation. School is a student’s workplace.
Students are expected to attend all timetabled classes each day: Our Goal – 92% attendance. Students are expected to attend every school day in the year. Every Day Counts!
Students
Home Learning
is a Partnership
Parents Teachers
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Approved absences occur in circumstances beyond a student’s control. These are: Illness or medical/dental treatment. Death or illness of a family member. Participation in sporting or cultural events/activities as a school, state or national
representative and with approval from the Principal. Excursions, Work Experience, School-based Traineeships or Apprenticeships. Other circumstances approved by the Principal.
When a student is absent from school PARENTS should PHONE the school on 4992 8660 or email absencesbiloelashs.eq.edu.au to notify school. A signed note can also be provided.
For medical, dental and short term absences, a note signed by a parent or the appointment card is presented to the school office at the start of the day to gain permission to leave.
In cases of extended illness a medical certificate is required for Years 11 and 12 students. Queensland Studies Authority (QSA) requires at least 80% attendance in order for students to
receive credits for subjects. Where students are marked absent at Care Group, an SMS will be sent to advise parents, usually
by 10.00am.
Late Arrivals
Students who arrive late must report to the office on arrival:
A note from a parent or phone call explaining the student’s lateness should be provided. Students who arrive late without a note, or valid reason, will have a lunch time detention. Students who are late for classes during the day will make up time, under the supervision of their
teacher. Students are not allowed to go home for lunch or leave the school grounds during the day.
Travel to and from School
Students travelling on buses are expected to follow the directions/instructions of the bus driver. Students are expected to demonstrate exemplary and safe practices when walking, riding bikes,
scooters or skateboards to and from school. Students are expected to make their way directly into the school grounds and remain there,
whatever the mode of transport. Do not leave the school grounds to go to the local shops, skate park, etc. Bicycles, scooters and/or skateboards are not to be ridden in the school grounds. They are to be
locked in the racks along with bike helmets during the day. This is your responsibility.
Enrolment Termination or Transfer
A young person’s non-compulsory participation phase starts when s/he stops being of compulsory school age (i.e. turns 16 or completes Year 10 whichever comes first) and ends when the person –
gains a Senior Certificate, Certificate III or Certificate IV or
has participated in eligible options for 2 years after the person stopped being of compulsory
school age or
turns 17
The student must collect a clearance form from the office if they are leaving the school.
All textbooks, library books, sporting and musical equipment must be returned.
Refunds of the Student Resource Scheme will be made once all outstanding debts are finalised.
Administration of Routine and Emergency Medication and Management of Health Conditions
Any Medicines brought to school must be kept at the Office (strict conditions apply)
Request the school in writing to administer prescribed medication or to assist in the management of a health condition.
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Notify the school in writing of any requests and/or guidelines from medical practitioners including potential side effects or adverse reactions.
Provide the medication in the original, prescription labelled container to the office staff. Ensure the medication is not out of date and has an original pharmacy label with the student’s
name, dosage and time to be taken. Advise the school in writing and collect the medication when it is no longer required at school.
School staff must not administer over-the-counter medication, including analgesics, homeopathic or prescribed medications unless they meet the accountability of a written request from a parent/caregiver accompanied by written advice from a medical practitioner and with the medication in the original labelled container. Ventolin or comparable medication is the only exception to this rule. These are for the emergency treatment of asthma under the guidelines and can be kept by students for use as required.
Self-Administration of Medication
Contemporary management of chronic health conditions encourages students to administer their own medication, to recognise the signs and symptoms of their condition and to participate in the full range of activities offered by the school. This is an important and serious process and parents need to stress to students the seriousness of this. Students must be encouraged to take responsibility and follow the process precisely. These medications may include: monitoring blood sugar levels and the injection of insulin for diabetes, epilepsy, medication such as Ventolin for asthma and orally administering enzyme replacement for cystic fibrosis. Students must be aware of the problems of sharing medication, of triggers, reactions and warning signs, of their limitation for specific activities and the need to share concerns openly with staff. In schools, self-administration may apply to students who are assessed by their medical practitioner and medication while participating in school activities. Generally, medicines are stored at the school office.
Students approved to carry their own medication should demonstrate practices of secure storage of
medication that may be potentially harmful to other students and safe disposal of injecting equipment.
Recommended procedure for approval:
The parent/caregiver provides a written request, with guidelines and procedures from the medical practitioner, for the student to be responsible for administering their own medication.
The Principal determines if the student is capable of assuming this responsibility. The student and the school agree on where medication is stored and where and how it is
administered.
Illness at School
Office staff will look after students who present as being ill or injured at the office. They will make
contact with parents/relatives as quickly as possible. Where necessary, it is Education Queensland
policy to phone an ambulance first then notify the parents. If medical attention is required, students
will be sent to Biloela Hospital. Students can only be collected by a person who is a parent, a
guardian or an emergency contact.
Personal Property at School
Personal property and money are the responsibility of individual students. Large sums of money should not be brought to school. Hand over money to the office for safekeeping. All articles should be clearly labelled with the student’s name.
Students are reminded not to leave money or any other valuables in their bags at any time. Electronic games and other toys should be left at home.
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ID Cards
All students require an Identification Card (ID Card) and one is supplied as part of the Student Resource Scheme (SRS). There will be a charge for replacement cards.
Cards are issued upon payment of the Student Resource Scheme fees. The card is suitable for use in and out of the school to provide proof of age. Students are issued the ID cards annually at the end of Term 1.
Out of Bounds Areas
Students are not permitted in the following areas:
loitering around the fence or in walkways or staircases. on the bottom oval, top oval or space frame area if eating food or drinks. Students are only
allowed in these areas if they are actively participating in sporting activities. the area between K-Block and the Scoria Street fence and any other areas on the outside
perimeter of any buildings in the main area of the school. The verandas before school. (The port rack areas outside rooms on ground level are considered
to be a verandah). the Agriculture plot unless working with a staff member. the Year 7/8 area, except for Year 7/8 students. end of “M” block. the bike racks. the staff car parks.
Students must seek permission to go onto verandas during breaks, unless it is immediately before or after class. Students must enter the Administration building through the student foyer unless they are in the company of their parents where they may enter through the parent foyer.
Items Not to be Brought to School
Items such as liquid paper, permanent markers, rubber bands, steel rulers, aerosols, and pocket knives are not to be brought to school. Where students require these for school purposes, they will be provided by the teacher. Toys should remain at home!
Only pump action or roll-on deodorants are allowed at school. Aerosols must not be used because they can set off anaphylactic/asthmatic reactions, and can be dangerous.
Chewing gum and energy drinks are banned from school and should not be consumed before arrival to school. The school reserves the right to place these items in rubbish bins.
Communications
The school webpage address is www.biloelashs.eq.edu.au and contains up to date information on upcoming school activities and events.
A school newsletter including events and happenings (both general and sporting), along with information on administrative procedures for students and parents, is published fortnightly and can be accessed electronically. If a student is away on the day the newsletter is issued, they may collect a copy from the office.
Students / Parent / Teacher Meetings are held following the Term 1 and Semester 1 report card issues.
The Subject Information Evening is held in Term 3 and provides information for parents and students from all year levels. Other important events will be included in school newsletters, the school website and specific parent letters.
The school recommends parents access the QSchools and Qparents Apps to access info.
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Library Services to Students
The school Resource Centre can offer a variety of services to students both in academic and personal interests. Students should feel free to ask the Teacher Librarian for any help they might need. The library is open for student use before school and at lunchtimes. Teachers sometimes provide tutoring after school as well. Discuss this with your teacher.
Student Resource Scheme (SRS)
The school offers a Student Resource Scheme. By joining, students are provided with text and reference books, resources, computer access and software, library books and class notes.
When issued with text or reference resources take care of them. Damaged or lost loaned items will be charged to the student.
Sport and Physical Education
All students are expected to participate. Notes from parents to explain reasons are required for temporary non-participation. Information regarding medical conditions must to be included in enrolment forms and supplied by parents as further issues occur.
School Tuckshop
The P&C run the school tuckshop which operates under the “Healthy Food and Drink Supply Strategy for Queensland Schools” – Smart Choices. Students may purchase a wide range of foodstuffs and drink. All profits go to the P & C Association to benefit the school. Parents, relatives and friends are urgently needed as voluntary workers. Please contact the Tuckshop Convenor Vicki Dendle at the school on 4992 8627 for more details.
Students are expected to be courteous and polite to all workers in the tuckshop.
Visitors to the School
All visitors need to report to the office to sign in (Workplace Health and Safety requirement) and wear a badge indicating their status as a visitor. Visitors must also sign out as they leave. Visitors to the school who wish to see students are to report to administration. Generally, visits to students during school time are discouraged.
Parents’ and Citizens’ Association
The school’s P & C Association meets in the Staff Common Room on the third Monday of each month at 7pm. All parents are welcome to be a part of the meeting. Regular P & C updates can be found in the newsletter or by contacting the P & C. Email address: [email protected].
Student Leadership
All Students can be leaders in some way. Show your integrity to stand up for what is right, demonstrate your initiative to make something happen, show you care for someone else, model the right way to do something! You are encouraged to demonstrate leadership both inside and outside the classroom. Just getting involved in activities or events is one way to begin your journey to discover your leadership abilities. Leaders know the importance of being here every day. At Biloela State High School, we value these qualities.
The school runs a student leadership and student governance program through the Student Council. Students from all year levels participate. Students in all year levels, 7 to 12, can participate in our Student Council. Student Council Leaders are usually Year 11/12 students.
The Student Council operate their own funds and sponsor fundraising for charities/activities.
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Our Financial Year Leadership Program
Our school has a strong leadership program that uses the skills of our retiring leaders in July to assist our new leaders to lead our school.
Junior School leaders take up their leadership role in Year 8 with their leadership term going from July to June (financial year) beginning this year. At the same time our Senior Leadership program matches this financial year program. Here is a summary:
2017/18 Senior Leaders
Year 11 2017
Leadership Camp, Leadership
applications and selection
Leadership term begins…
Shared role with previous leaders in
end of year ceremonies
Year 12 2018 Student Leaders Student Leaders Mentor new leaders Important role in
end of year ceremonies
And then this model continues…
We believe this system has the following advantages:
An important leadership role in the junior school for leaders across Year 8 and 9.
Junior school leaders link across to our feeder primary schools to ease Year 6 student
transition and reduce the burden on our senior leaders.
Year 12 student leaders focussed on doing their best with reduced leadership demands in the
second half of Year 12.
Experienced Year 12 student leaders mentor our incoming Year 11 student leaders. Similarly,
experienced Year 9 student leaders mentor our newly elected Year 8 student leaders.
We begin our school year with experienced leadership teams which allows us to have student
support processes and activities ready to go from the beginning of the year.
Year 10 and Year 11 students are mentored by Year 12 students within our vertical Care
groups.
Year 9 students mentor Year 6 students who will transition to the school in future years and
this strong relationship continues until these Year 9 students exit the school in Year 12.
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Our Vertical Care Group Structure and Student Mentoring
Our school has been instigated a quality wellbeing and leadership structure in Junior secondary.
Our model includes:
Feature Junior Secondary Care Groups Senior Secondary Care Groups
Vertical Care Groups These roll and pastoral care classes contain students from Year 7 to 9.
These roll and pastoral care classes contain students from Year 10, 11 and 12
Naming JP1, JB1, etc. for House-based Junior Secondary care groups
SL1, SF1, etc. for House-based Senior Secondary care groups
Mentoring
Selected older students in each Care Group act as mentors for their class mates.
All students can take on the role of Mentor if they meet our requirements of Respect, Responsibility, Excellence and Honour.
Selected older students in each care group act as mentors for their class mates. As well,
Senior Mentors will support younger students in our pastoral care and camping
programs. See below:
Our Pastoral Care Themes for each Year Level:
Junior Secondary Senior Secondary
Year 7
Self – understanding their own learning styles
and developing the characteristics of successful, confident, creative, active and informed learners.
Year 10
Being Real – developing their
understanding of their future choices, making sensible career choices and developing strategies for success.
Year 8
Team – building on our knowledge of
ourselves and learning about how to work well with others in teams and developing quality leadership skills.
Year 11
Leadership & Integrity – aiming for a
future where choices are based on moral and ethical decision making and students develop quality leadership skills.
Year 9
Community – building a sense of community
within our school environment and learning about volunteering in our community and supporting others.
Year 12
Being Your Best – setting up a great future
in further learning or work through determination and consistent effort whilst demonstrating clear leadership and integrity.
Our Year level Mentors will assist within our Pastoral Care, Camping and Outreach Programs:
Year 6 students (in Feeder Primary Schools)
Mentor Year 6 students whilst still in their feeder primary school as part of
our transition program Year 9 student leaders & mentors
Year 7 students
Mentor new leaders and assist in the
“Self” theme Focus for Year 7 Year 10 student mentors
Year 8 students Mentor new leaders and assist in the
“Teamwork” theme Focus for Year 8 Year 11 student leaders & mentors
Year 9 students Mentor new leaders and assist in the
“Community” theme Focus for Year 9 Year 12 student leaders & mentors
8 Weeks 8 Weeks
The HUB
Biloela State High School
Themes for Health, Wellbeing and Excellence
8 Weeks
The Hub – Guidance, Chaplaincy and Health Services supporting students
Girls
Boys
Extended Parade
1 Night Camp 1 Night Camp Co-ed
Extended Parade
Selected Group
Boys
1 lesson Girls
Boys
Co-ed 8 Weeks
Identified students
Extended Parade
Co-ed
8 Weeks
1 lesson
Strategies – 1 lesson
Co-ed Slim & Bill
Co-ed Drumming
Year 9 Community
Year 10
Being Real
Year 8 Team
Year 12 Be Your Best
Year 11 Integrity & Leadership
Year 7
Self
Empowering Leaders - Girls
How am I smart?
Like A Boss Team Up
Secret to a life of excellence
Master Crafts
Unlocking a life of excellence
Challenge Day
Plugged In
Empowering Leaders - Boys
Alpha State
Girls with
a Purpose
the World
Strength Got
Goals
the
World
Schoolies
& real life
Stress
Management
the World
Where I fit in
the world
Selected Group
Any Students
Fishing Club
Whole School Approach – (Cyber) Bullying, Mental Health,
Shave For a Cure, R U OK Day, Drugs & Alcohol, leadership.
Biloela State High School
Active Lifestyle & Camping Program
The Hub – Guidance, Chaplaincy and Health Services supporting students
Community
Project The HUB
Year 9 Camp
Year 10 Senior School
Year 8
Camp
Year 12 Ski Trip
Year 11 Leadership
Camp
Year 7 Camp
Parent Talk
Smart Stations Learning Templates
Values Exploded
DNA
Trust Workshop
Day Rotation
Bike Metaphor Team under Construction
Power Pegs Comfort Zone
FIMIGE
Work Experience
The Maze
Chair of No
Regrets
Listening
Skills
Apollo Challenge AAMR OTFD
Skill
Development
Supportive
Teamwork
Anger Management
Conflict Resolution
Fishing Club
Work Experience
Work Experience
Athletics Carnival
Cross Country
Swimming Carnival
Triathlon
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Student Dress Code See Education Queensland’s Policy – Student Dress Code
Intent
The Parents and Citizens Association of Biloela State High School supports a quality student dress code because it believes it enables the provision of a safe and supportive teaching and learning environment by:
Enabling rapid identification of students and non-students at school. Developing mutual respect among students through minimising visible evidence of economic or
social differences. Eliminating distraction of competition in dress and fashion at school. Fostering a sense of belonging and demonstrating pride in the school. Promoting safety for students.
The neat, tidy and appropriate wearing of a school uniform is a sign of pride in oneself, and in our school. Students should strive to wear the full school uniform neatly at all times.
Students at Biloela are expected to wear the correct uniform at all times and especially when:
Attending or representing their school; Travelling to and from school; and Engaging in school activities out of school hours.
The student dress code reflects community standards and is consistent with occupational health and safety and anti-discrimination legislation and the Sun Safety Strategy. Students will be given the opportunity to adhere to the school dress code, prior to parent contact.
Uniforms
Girls Uniform
Shirt: Years 7 – 9 Blue or Blue/Black Polo (introduced 2009) with school logo
Years 10 – 12 Striped Senior Polo or the Year 7 – 9 shirts.
Skirt: Black drop waist pleated skirt. Please ensure skirts are of a suitable length.
Shorts: Royal Blue cotton shorts or specific black microfibre shorts (introduced 2009) which are available from Heilbronn’s Mensland. Royal blue material is available at local stores (Prestaline - Colour 135) if making own shorts. Length of shorts need to be from mid thigh to above the knee. NB: Short, silky/nylon athletic shorts are not regulation uniform.
Socks: White or black coloured socks to be worn.
Hair Bows: School or house colours suggested.
Boys Uniform
Shirt: Years 7 –9 Blue or Blue/Black Polo (introduced
2009) with school logo
Years 10 – 12 Striped Senior Polo or the Yr 7 – 9 shirts.
Shorts: Plain black shorts or longer leg tab shorts - cotton blend or specific black microfibre shorts (introduced 2009) which are available from Heilbronn’s Mensland. Length of shorts needs to be from mid thigh to above the knee. NB: Short, silky/nylon athletic shorts, name brand (e.g. Canterbury) and homies are not regulation uniform.
Socks: White or black coloured socks to be worn.
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Boys and Girls – Winter Wear
Royal blue sweatshirt/jumper,
Plain royal blue or black tracksuit pants or black slacks/pants.
An optional spray jacket.
Formal Dress
School leaders, students representing the school and members of the band and choir are to wear:
Shirt/Blouse: Boys: White, long or short sleeve shirt Girls: overblouse (white with blue pencil
stripe), or band members shirt which is plain white long or short sleeve shirt.
Bottoms: Black trousers/ dress pants/long skirts.
Shoes: Black leather or vinyl lace-up shoes.
Wearing the Uniform
Wear the uniform with pride! Shirts or undershirts worn under the school uniform are not to be seen. They are to be tucked into the
shorts, slacks or track pants. Please only wear white, blue or black undershirts. Jeans, hoodies and beanies are not part of the school uniform and are not to be worn. No graffiti is to be on any part of the school uniform including footwear. As the uniform is sun safe, students must not roll up sleeves.
Jewellery
Students are permitted to wear a watch and medic alert identification. Students may wear a maximum of two pairs of sleepers or studs (no large or dangly ear wear)
and must not wear expander plugs that are pointed or with large holes. Sleepers should not be larger than finger diameter, nor should they have a clasp. Sleepers should
break apart easily if an object is “raked” through them. There are no exceptions with rings, bracelets, anklets or necklaces without permission of the
principal. Jewellery around the neck (including leather necklaces etc) should only be for medical, cultural or religious reasons and you must have permission from the principal.
The school strongly recommends students have no body jewellery until after they leave school as students going through puberty can have serious infections and illness from the wearing of these items. All body piercing implements must lie flat to the skin otherwise they will need to be taped for safety reasons.
Safety requirements for some activities (eg HPE) will require the removal of ALL jewellery. Students need to comply with teacher instructions in these instances.
Tattoos must be covered.
Shoes
In the interest of safety students need to be wearing footwear that provides adequate protection for their feet in all situations found at school – running, laboratories, workshops and kitchens. Students must only wear joggers (sneakers or running shoes) that are mostly black or white in colour. The upper should be impervious with few or no perforations that might allow chemicals to enter the shoe. No other shoes, canvas or slipper type footwear are to be worn. The school in partnership with parents is looking for strong compliance with this policy.
Cosmetics
A light foundation, to assist with skin conditions, can be used as sun protection or to hide blemishes. Eyeliner, lipstick, eye shadow, mascara and coloured nail polish are not part of the dress code. Acrylic nails are not to be worn.
Hair Colour
No bright colours, eg. reds, pinks, greens etc. Natural colours only should be worn, however the school recommends no hair colouring at all.
Formal dress blazer, overblouse and tie are
available at no cost from the Resource
Centre. Cleaning costs may be incurred.
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Uniform Free Day Guidelines
Acceptable or reasonable dress refers to clothing or apparel that would be safe and socially acceptable including closed in shoes. Inappropriate dress includes offensive words or images, inappropriate products, likely to result in a risk to health and safety of student or others (e.g. not Sunsmart), or is immodest. These days raise funds for a selected charity or purpose.
Safe School – Reducing Sun Exposure
This policy is in line with Education Queensland’s Policy – Developing a Sun Safety Strategy
Intent
The health, safety and welfare of our students are of paramount importance. These guidelines are in
place to protect students from the risks of UV radiation.
Biloela State High School is committed to implementing solar protection practices in an endeavour to
reduce UV radiation risks to students.
Policy
We encourage staff and parent modelling of appropriate sun safe practices.
A school bucket hat is provided to new and Year 7 students each year by the Parents and Citizens Association.
All students are required to wear the school’s sun safe hat (wide brimmed, bucket or legionnaire) during sport and outdoor lessons. Students are encouraged to wear sunscreen and sunscreen is available for these lessons.
Students are required to wear the school’s sun safe hat during other outdoor activities and in break times. They are also encouraged to wear sunscreen.
Students are encouraged to wear their school uniform in a way that maximises sun protection. Sleeves are not to be rolled up at any time.
Students are encouraged to wear sun smart clothing during swimming and athletic carnivals.
Students are encouraged to sit in shaded areas when outside.
Uniform Infringement Procedures and Late to School
If a student is unable to follow the above requirements then he/she must present a signed note from a caregiver explaining the reason for being out of uniform on each occasion. The Office will then issue a pass for that day. For persistent uniform breaches that are explained with a note, administration members will be informed and a decision in consultation with caregivers will be made.
For students who cannot supply the Office with a note explaining the reason for being out of uniform, a detention at first break on that day will be issued. For students who repeatedly offend, the matter will be referred to a member of administration.
For students who arrive late to school, a compulsory meeting with a member of administration will be held before they go to class. In this time, reasons for being late will be addressed. Usually students will be given a detention at first break if no note is provided to explain lateness.
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Senior Uniform Expectations
The Senior Uniform of the school is distinctive and plays a part in the Senior Phase of Learning. It is expected that, as students are working in a more adult and professional manner, their dress will reflect their new standards of work.
The Senior Uniform may be worn from the start of Year 10 until the end of Year 12. It is expected that students will wear the uniform in full. The Senior Jersey is allowed to be worn in Year 12 as a part of the Senior Uniform. Administration members give final approval for the names allowed on the back of the jersey.
Persistent and Wilful Disregard for the Uniform
After following the school’s supportive procedures in regards to the uniform, there may still be situations where a student has daily access to clean and dry items of the school uniform and yet wilfully chooses to persistently disregard the school’s uniform policy in favour of other items of clothing or footwear.
In this instance, the school will not restrict the student’s access to the curriculum and their course of
study. However, in conjunction with detentions given, the school may elect to withdraw some or all of
that student’s privileges in terms of:
1. Eligibility for student leadership positions.
2. Attending school excursions, with alternatives arranged where these are linked to the
curriculum as well as enhancement activities such as the Senior Formal.
3. Participation in the school’s award ceremonies.
4. Participating in school sporting teams and events including the school Ski Trip.
Our Goals
Since we ask students to set goals, it is only fair that we set some goals for our school as well!
100% of Year 12’s achieving a Queensland Certificate of Education.
A minimum of 85% of students achieving A, B or C for all subjects in all year levels.
90% of all Year 9 students meeting National Minimum Standards in NAPLAN.
A minimum of 20% of Year 9 students in the Upper 2 Bands in NAPLAN data.
An average of 92% student attendance for Biloela State High School.
Quality student bookwork with 95% of student books meeting the standards as described in our bookwork policy and targeted improvement for 5%.
A strong school leadership program developed with underlying quality well-being framework.
Our Instrumental Music Program
Our instrumental program is fostering one of the best concert and stage bands in our District. Students receive lessons from a respected instrumental music teacher in Woodwind, Brass and Percussion instruments. Students participate in a number of play-outs and school functions and there is the opportunity for a music tour every second year. There is a small charge to cover music and instrument hire. Enquire at our office for further details.
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Positive Relations – Safe School – Anti-Bullying
This policy is in line with Education Queensland’s Policy - Safe, Supportive and Disciplined School
Environment
Intent
Through positive actions, we aim to create a safe and friendly learning environment by the reduction of harassment or bullying to make school an enjoyable place for all students and staff.
Young people naturally tease each other. This can become hurtful if it is repeated and this becomes Bullying. Students must become aware of the impacts of their words and actions on others to avoid them being seen as a bully.
Bullying is repeated and intentional hurt/harm inflicted on someone by the words or actions of another person or persons. Bullying can be harmful to the self-esteem, mental and physical health of any person and can be detrimental to academic progress. Students, parents, school support staff and school leaders, working in partnership, will have the most significant impact on reducing bullying.
Teasing and Bullying affects teaching and learning at school. It has an effect on everyone, whether directly involved in the bullying or not. Victims of bullying can feel many negative feelings. Students who watch others being bullied can be upset when they see others bullied and can become embarrassed and hurt. They may worry they may be bullied themselves.
Teasing and Bullying can take many forms:
Verbal/Face-to-Face
Name calling/teasing
Threatening, or
Ridiculing another person’s appearance, physique or actions, religion, race, colour.
Physical/Face-to-Face
Pushing, poking, shoving, spitting or gestures
Damaging property, or
Extortion
Indirect/Distant
Spreading rumours, gossip
Hiding property
Ignoring, excluding or
Inappropriate use of mobile phones, text messages and internet communications (Cyber).
Policy
Biloela State High School will act to stop teasing and bullying in any form.
Actions for Students
If you are being teased or bullied, you must do something about it and you have a number of options:
1. Be Assertive with the person teasing or bullying you
Actively ignore them and try not to react, say the wrong thing or swear - Stay cool!
Use an “I” statement: “I don’t like what you are doing!”
Distract them on to another topic: “let’s talk about something else”
Remove yourself from the situation.
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2. Asking for Help
Tell your parents or a trusted friend.
Seek help from your most trusted teacher, Administration member, Year Coordinator, Chaplain or the Guidance Officer.
Tell them what the problem is and what you have tried to do to deal with it.
There are a number of things that adults in the school can do to help.
Your Year Level Coordinator, Chaplain, School Nurse, Guidance Counsellor or Deputy Principal can talk to you about good ways to help yourself.
3. Tell your Parent/Carer
No matter how you decide to handle the problem it is a good idea to let your parent/carer know what is happening. They can support you no matter what action you take.
4. Make a Formal Complaint
Making a formal complaint means putting the problem in writing and giving it to your teacher, Year Level Coordinator, Deputy Principal or Principal.
Share all the information about the bullying, when it started, what you have done.
IF YOU SEE OR HEAR BULLYING HAPPENING
Don’t get pressured into joining in on the bullying/harassing. Say, “I wouldn’t like that if you were doing that to me!” “Let’s do something else”. Tell a teacher or report it to your Year Level Coordinator so something can be done about it. Never ignore the situation.
Biloela State High School - Bullying No Way!
Working Together for Our Children
Your child’s school is taking important steps to benefit your child. This is a shared responsibility and
parents must also help the school.
Keep your address, home phone and mobile phone details up-to-date. Notify the school immediately if any of these details change. This ensures we can contact you, especially in an emergency. This can also be done through the Qparents App.
Notify the school in advance when your child is absent. If you notify the school as soon as you know your child will be absent, the school will know your child is safe and will not need to contact you. Call the school on the absence number: 07 4992 8660 or use the Qparents App.
Respond to messages from the school. If you receive an absence message from the school, please respond. The school needs to know why the child is absent.
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HEALTHY FOOD AND DRINK STRATEGY
This policy is in line with Education Queensland’s Policy – Smart Choices – Healthy Food & Drink Supply Strategy for Qld Schools.
Intent
Biloela State High School actively supports healthy eating practices for the entire school community.
Healthy eating practices are fundamental messages taught in the classroom and experienced in the school environment through our “Smart Choices” tuckshop.
Policy
As a school we will endeavour to:
Ensure the school curriculum includes learning opportunities that encourage and aid parents/students in making wise choices when selecting food and drink.
Notify parents that food purchased from local businesses and provided to students may not be in the Smart Choices guidelines. Encourage healthy choice purchases by parents - rather than dropping off food from local businesses, parents should leave money at the office and the student/s will be advised to pick up the money for use in the tuckshop.
Promote the drinking of water as the first and best drink choice.
The Parent and Citizens Association will adhere to and follow the Smart Choices – Healthy Food and Drink Strategy of the Queensland Government in the tuckshop and for catered events to ensure healthy food is an option for all students and staff.
Advertise and promote SMART CHOICES – the strategy that outlines foods and drinks which have been classified into three categories according to their nutritional value:
GREEN – foods and drinks should be encouraged and promoted.
AMBER – foods and drinks should be selected carefully.
RED – foods and drinks should be limited in their supply to no more than two occasions
per term.
Healthy food choices not only apply in the school grounds during a school day but also apply at our:
School excursions and camps. Sporting events/trips. Curriculum activities/events – information events etc.
The “RED food and drinks day” may apply to the following events/activities in a school:
Sports Days – Swimming, Athletics Carnival, Cross Country Carnivals. Musical, Arts Cultural Evenings. Awards Night – Academic and Sporting. Harmony Day/or Event. School events as approved and supported by P&C - excursions, welcome to Year 7s. Red Food/Drink days are limited to 8 days in a year; 2 per term.
Parents and students will be notified of any event where ‘Red Food’ will be available and these days will be clearly advertised.
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Assessment Policy
The Assessment Policy exists in order to ensure that students and staff have clear and consistent guidelines for the setting, completion and collection of all assessment items which enhance access, participation and equity of outcomes for the range of students across all year levels. A complete copy of this document is available on request or from the school website.
Assessment Planners
Assessment Planners will be available in draft form for checking by students early in each semester. They will then be published and distributed to all students and will be available on the school website. Due dates for the majority of assessment tasks are shown on these planners. (Possible exceptions may be some practical activities.)
Assessment task deadlines, unless otherwise specified, are always 4.00pm on the due date. The assessment task is to be either handed directly to the class teacher during class or submitted to the Assignment Box at the front office out of class time. In-class assessment tasks must be handed directly to the class teacher at the beginning of that class.
Conferencing/Monitoring
The requirements for Monitoring are to check that progress has been made. Conferencing will be decided upon at a faculty level. All assessment tasks (except supervised examinations) should be monitored at least once during the assessment period with the conditions for this outlined on the task sheet. We hope to contact Parents when no, or inadequate, material is presented for Monitoring.
Plagiarism
Plagiarism is the appropriation or imitation of another’s ideas being passed off as one’s own. For example, it can amount to copying part or all of another student’s work; taking a segment/s of published work and incorporating it, without referencing, into the student’s work. If plagiarism is confirmed, the component of work that is the student’s own (if any) will be marked against the criteria sheet and the appropriate Level of Achievement will be recorded.
Special Provisions
Where exceptional circumstances exist; an extension of the due date may be sought by a student.
Wherever possible, this should be done prior to the due date. Exceptional circumstances include:
• extended absences due to illness, supported by a medical certificate or parental communication. • absence due to bereavement or exceptional special circumstances, including representative
school duties, on the due date, supported by a medical certificate or through parental communication, where it was not possible to convey such during the assignment writing process.
Exceptional circumstances do NOT include work commitments or last-minute technology malfunction
(students must ensure they have a back-up copy or email the task to school).
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A Process to be followed to apply for an extension PRIOR to the due date.
B Process to be followed to apply for extension ON the due date.
It is an expectation that every student attempts and submits all set assessment tasks, unless exemption has been granted by the Principal or Deputy Principal.
Judgements of student achievement in all subjects will be made by matching a body of evidence provided by the student’s response to the assessment instrument to the standards associated with exit criteria outlined in the relevant syllabus. Judgements will be made using evidence available on or before the due date.
Senior students who frequently fail to submit assessment items may not be awarded a Level of Achievement for a course of study.
Senior students whose summative assessment requirements are incomplete may still receive a Level of Achievement, but consideration may be given to the number of semesters of credit awarded for the course. This may impact on OP eligibility and affect QCE credit points.
Prior to the known absence, the student collects an “Application for Special Provisions” form from the school office.
The student completes the top section of this form and attaches a parental letter of explanation and/or a medical certificate.
The student takes this form to the appropriate Head of Department to complete Part A.
The student will then take this form to the office and request to see the appropriate member of Administration.
Copies of an approved application will be given to the Head of Department, the student and a copy will be retained on file.
The Administration member will assess the application and either grant or deny the extension request.
If the circumstances are considered acceptable, they will complete the relevant sections of the “Application for Special Provisions” form in
consultation with the parent/guardian.
If possible, the completed assessment task should be delivered to the school Assignment Box by 4pm.
If this is not possible, the parent or guardian should contact the school before 3pm on that day. The parent or guardian must request to
speak to either the Principal or Deputy Principal overseeing that year level.
This form will then be put into the student’s care group roll for completion by the student. When the student returns to school, they will
collect this form in care group.
The student takes this form to the class teacher and the appropriate Head of Department to complete Part A.
The student will then take this form to the office and request to see the appropriate member of Administration.
Copies of an approved application will be given to the Head of Department, the student and a copy will be retained in the student’s file.
The Administration member will assess the application for approval.
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Communications Device Policy
The Biloela State High School Communications Device Policy is guided by Education Queensland
Guidelines, SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by
Students. Communications Devices are defined as any device which can transmit, store or record
information in a digital format. This includes MP3 players, mobile phones, recording devices, portable
DVD players, digital cameras and any other recording or transmitting devices.
Our policy is designed to be in accordance with normal workplace expectations for the use of these
devices in order to prepare students to be able to work effectively and productively without the
distractions these devises can cause. Therefore, our code of practice should reflect common
practices in greater society, including expectations and conduct.
Mobile Phones and Other Communication Devices
Increasing sophistication of mobile phone technology presents a number of issues for schools:
The high value of many phones.
The integration of cameras into phones, leading to potential child protection and data
protection issues.
The Potential to use the phone in silent mode, e.g. for texting or other purposes unknown to
other students and the teacher.
It is not realistic to ban communication devices being brought to school, nor is it logistically possible
for schools to collect them each morning and return to students in the afternoon.
Students are able to bring communication devices with them under the conditions outlined
below:
1. Communication devices must not be used for any purpose (e.g. phoning, texting, surfing the net,
taking photos or videos) in the school grounds without the express permission of a teacher and/or
the written consent of a parent unless in accordance with point 8 below:
2. Phones must always be switched off and kept out of view.
3. Students are to display courtesy, respect and consideration for others when using
communications devices in the school.
4. Camera functions on mobile phones are not to be used at any time, unless with the express
permission of a teacher and only for educational purposes where that permission is given. For
example, to record experimental results.
5. If a person breaches these rules, they are subject to our Responsible Behaviour Policy and
specific actions detailed in this policy.
6. Students who feel unwell must contact the school office, not use their phone to call home and
arrange collection without our staff knowing of the problem. This allows proper observation and
first aid to be provided while staff and parents decide on the best course of action.
7. Our school prefers that mobile phones and other communications devices were not brought to
school. The school takes no responsibility for the loss, theft or damage to any communications
device and students take responsibility for the safe storage of their device and keeping it off
during class time.
8. Students can use their communication devices in the playground during breaks but only for
essential purposes and never to take any actions that break our schools Responsible Behaviour
Policy. Where the policy is broken, the school reserves the right to temporarily confiscate the
device and return it to parents for collection. In this case the device will be turned off by the
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student and handed in on request immediately. School staff will not normally view any information
stored on students’ devices unless parents are present or it is related to educational purposes.
9. Parents who must urgently contact students are asked to do so through the school office to assist
us in managing students and stop parents inadvertently causing their child to break our
Communication Device Policy. Our office staff will undertake to ensure any messages are passed
on appropriately.
10. Students who are on spares/flexible instruction time must not use communication devices without
the express permission of their supervising teacher.
Music Devices
Electronic devices that play music can only be used with the express permission of a teacher.
Normally these devices would not be used in class unless there is a verified need or its use will
enhance the educational experience for the student.
Here are some examples of scenarios that might occur in applying our policy:
Scenario Action Consequence (per year)
Student is seen
using a
communications
device
During class time not for
educational use, e.g:
playing music or texting,
taking photos in the
playground, etc.; without
the express permission of
a teacher.
First Offence – Student will be asked to take the
device to the office and hand it in for collection at the
end of the day.
Second Offence - Student will be asked to take the
device to the office and hand it in for collection by
their parent.
Third or further Offence – Student is referred to
Administration officer who will refer to the
Responsible Behaviour Plan with regard to
deliberate disobedience or failure to follow
instructions. Failure to follow the policy could result
in actions up to/including suspension.
During an examination or
other supervised testing
situation.
Student is referred to an Administrator who will
consider loss of credit or other actions up to and
including suspension.
Student is found
with a
communications
device which…
is in breach of the
school’s Responsible
Behaviour Plan, or is
pornographic or anti-
social in nature or
identifies Biloela SHS
staff or students by
actions or uniform
Suspension and possible involvement of police,
based on the nature of the recorded information.
Student is found
to be the author
of internet data…
that is inappropriate or
anti-social in nature or
identifies Biloela SHS
staff or students by
actions or uniform
Suspension and possible involvement of police,
based on the nature of the recorded information. In
certain situations where staff might be defamed,
exclusion may be considered.
Student refuses
to hand over a
communications
device following a
reasonable
request to do so.
Student has used the
device inappropriately or
the use of the device has
disrupted the normal
operation of a lesson
without permission.
The matter is referred to an administration member.
Depending on the situation, the student may be
allowed to keep the device under certain conditions,
given a school-based punishment, a letter may be
sent home or if the administrator asks for the device
to be handed in and the student refuses, the student
may be suspended.
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Computer Usage Agreement
Acceptable/appropriate use/behaviour by a student
It is acceptable for students to use school computers, take-home Laptops and network infrastructure for: assigned class work and assignments set by teachers; developing literacy, communication and information skills; authoring text, artwork, audio and visual material for publication on the Intranet or Internet, solely for educational purposes as supervised and approved by the school; conducting research for school activities and projects; communicating with other students, teachers, parents or experts in relation to school work; and access to online references such as dictionaries, encyclopaedias, etc. Students can also collaborate, research and learn through Education Queensland’s e-learning environment. Students can bring their own device to connect using BYOx. Unacceptable/inappropriate use/behaviour by a student It is unacceptable for students to: download, distribute or publish offensive messages or pictures; use obscene or abusive language to harass, insult or attack others; deliberately waste printing and Internet resources; damage computers, printers or the network equipment; violate copyright laws which includes plagiarism; use unsupervised internet chat; and use online e-mail services (e.g. hot mail), send chain letters or Spam e-mail (junk mail). Usernames and passwords are to be kept by the student and not shared with any other individual (e.g. a student should not give their fellow students their username and password). Students cannot use another student or staff member’s username or password to access the school’s network, including not trespassing in another person’s files, home drive or e-mail. Additionally, students should not share personal information (e.g. name, parent’s name, address), via the internet or e-mail, to unknown entities or for reasons other than to fulfil the educational program requirements of the school. Treat the school’s computer equipment and resources with respect. Use them in the correct manner. Biloela State High School will monitor student access and usage of its network and reserves the right to restrict/remove student access to the intranet, extranet, internet or network facilities if students do not adhere to the school’s network usage and access guideline/statement.
Goals for the Future
Students are encouraged to set Goals for their future and put in place strategies to help them meet these goals. Goals should be SMART: S – Specific Say exactly what you want to happen. M – Measurable Know how you will have reached the goal. A – Achievable Be something you can actually do. R – Realistic Match your interests, skills and abilities. T – Time based State when you will reach the goal and work towards it!
Biloela State High School Quality Learning – Quality Teaching – Quality Relationships – Quality Leadership Quality Learning Environments
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Junior Secondary @ Biloela State High School
Biloela has a rural community of approximately 6000 people. Our community school enjoys the strong
support of the community and our students have access to a large range of sporting, cultural and
academic pursuits within and outside of school. We are fostering strong community links with Rotary,
Lions, Chaplaincy, PCYC, RSL, local businesses and many sporting organisations which offer them
quality experiences and challenges. As a small school we punch above our weight being over-
represented in academic, sporting and cultural pursuits in the Gladstone district and CQ regions. We
consistently perform above like schools in academic achievements and have regularly been amongst
the top performers in CQR OP results.
Key Aspects of Junior Secondary @ BSHS
ACE (Accelerated Curriculum Enrichment) program targeting learners in the top two bands. This
program delivers curriculum extension, challenge and enrichment for students in English, Maths &
Science via innovative pedagogies.
SFS (Skills for Success) program targeting students below NMS. This program provides targeted
teaching for students addressing areas of weakness and extra support for students to access the
curriculum and complete assessment.
In Year 7 we aim to provide support to each class for targeted support for the range of learners in
our classes.
Leadership opportunities across all year levels: Junior Secondary Captains, Year level mentor and
student council positions in all year levels.
Strong focus on wellbeing: Full year wellbeing program integrated across all year levels in 7-9.
Linked to the student support team the “hub” and supported with an integrated and themed camp
program in each year level. Multi-age care groups in year 7-9 provide leadership opportunities
within JS and allow students to become more connected to the school.
Comprehensive Transition Program from Primary school cluster including a strong focus on the
collection of quality data so students are placed in appropriate programs.
Strong Identity: Strong house spirit and competition program. Junior and Senior Secondary
uniforms. Junior and Senior Secondary areas in the school.
Year 7 Year 8 Year 9
8 lessons Eng/Hist/Geg 6 lessons Eng/Hist/Geg 3 lessons per week Eng
7 lessons Maths/Science 6 lessons Maths/Science 3 lessons per week
Hist/Geg
2 lessons HPE 2 lessons HPE 3 lessons per week Maths
2 lessons electives (8
electives in 5 week blocks)
Ag Science, Art, Business,
Drama, Film & TV, Home
Ec, Industrial Tech &
Design, Music
2 lessons Art electives (4
electives, 1 per term) Art,
Drama, Film & TV, Music
3 lessons per week
Science
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Qparents Connects Parents to School Data
Parents can now begin the process to get access to student information through the QParents
App.
What do you need to do to get started?
Please ask to be invited. We will invite one parent or guardian for each student to become a
QParents Account Owner (QPAO). The QPAO will be able to register for QParents to access and
manage the student’s information online. A student’s QPAO will be able to view the student’s
information and submit requests to update some of the student’s details.
The QPAO will also be able to invite other people (such as another parent or family member), to
view the student’s information. Once invited, these people can register for QParents as
“delegated viewers”. A delegated viewer can see the student’s details, but cannot make updates.
When you receive your invitation email or letter, simply follow the instructions to register your
QParents account. The process should take less than 10 minutes to complete. Invitations sent by
email will only ever come from [email protected]. You will not be invited to register
from any other email address or organisation. .
Identity Verification
When registering as a QPAO, you will need to verify 100 points of identity documents online. The
100 points can be made up of documents in the following list:
Australian Passport 50 pts Australian Marriage Certificate 40 pts
Australian Driver Licence 50 pts Australian Citizenship Certificate 40 pts
Australian Birth Certificate 50 pts Change of Name Certificate 40 pts
Medicare Card 20 pts Australian Visa (foreign passports) 20 pts
If you only have 60-90 points of the above ID documents you can still register for QParents, but you
will need to attend the school for an additional check after you have registered online.
If you don’t have sufficient documents, you might like to nominate another parent as the QPAO.
For more information on the online identity verification process, see https://qparents.qld.edu.au/#/help
Android App
The QParents Android App has now launched and is available on the Google Play Store. Android users can download the app for use on their phones and tablets. Parents can find the QParents app by visiting: https://play.google.com/store , and searching for ‘QParents’.
Click here for a direct link to the app. You can also use the QR on the next page below which will take you directly to the QParents app on the Play Store (If you are techno and have a QR Code reader on your phone!).
Apple users can access the Qparents app from the Apple App Store.
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If you have any questions or concerns, please call our school office on 49928666.