Holy Spirit School Handbook 2016

Holy Spirit Community

School

Handbook

2016

Tel 98761103

Fax 98799410

email:

[email protected]

www.hsringwoodnth.catholic.edu.au

Holy Spirit Community School Handbook 2016

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Table of Contents

Welcome to Holy Spirit Community School 3

A Word From The Parish Priest 4 Message Of Introduction 5 Term Dates/School Times 6 School Administration 7 - 9 Teaching & Learning Statement 10 - 13 School Board 14 - 16 Parish House 17 School Organisation 18 School Curriculum 19 - 28 Children’s Rights & Responsibilities 29 Playground Behaviour 30 School Uniform 31 School Car Park 32 - 34 OSHC 35


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WELCOME TO HOLY SPIRIT COMMUNITY SCHOOL

Vision Statement

“… the fruit of the Spirit is love, joy, peace, patience, kindness, generosity, faithfulness, gentleness and self-control.” Galatians 5:22

Holy Spirit Community School seeks to develop the Fruits of the Spirit by …

Developing a sense of belonging where love of and respect for oneself, family, community (local and global) and our Earth will be nurtured, a love of learning fostered and individual needs recognised in an inclusive environment. Working towards a deep knowledge of our students so that through personal reflection, prayer, knowledge of scripture and the example we (staff and parent/s) aspire to set in the school and wider community, faith is demonstrated as relevant to their lives today. Actively promoting a sense of peace through the advocacy of justice, compassion, equity and reconciliation where honesty and open communication will be valued. Challenging and nurturing all individuals to grow through balancing their lives spiritually, intellectually, emotionally, academically and socially in a constantly changing world.


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A Word from the Parish Priest ….

Welcome to Holy Spirit, a Catholic school for primary education that has, for more than 40 years, educated children in the Catholic tradition in the Parish of Holy Spirit, Ringwood North. A special welcome to all who are new to our community and trust that your association with the school is long and rewarding. Since 1971, Holy Spirit has welcomed thousands of children and fostered an environment of Faith, Excellence, Community, Social Justice, Love of Learning, and Integrity.

Our school provides opportunities for your children to reflect deeply upon the meaning of their lives, particularly in the light of the life, death and resurrection of Jesus Christ. I am sure that this will contribute to the gradual development of our young children through education especially in the formation of Christian conscience and virtues.

Emerging from Holy Spirit school are young men and women positively disposed to Christian faith and Christian values, possessing the capacity to make independent judgements and having a highly developed sense of social responsibility. In all cases, however, a rounded personal development is sought, with sporting activities, music, drama and the fine arts providing the balance. Individual excellence is promoted by means of challenging learning experiences for the more gifted and talented students and supportive programmes for the less academically able. They are also well-equipped with the skills and competencies needed to ensure their own social security and to contribute to the welfare of the global community in the modern world.

The Holy Spirit community considers it our privilege to be involved in the education of your children. We have a reputation as a friendly school, as our staff and students would attest. When your child joins us your whole family becomes part of the Holy Spirit community and all that it encompasses. I take this opportunity to thank the current teachers, parents and families for their ongoing and great support to the parish community. I humbly pray that almighty God may bless all of them for their generous contribution to this community and the society at large. .

Father Shibu Joseph SAC

Parish Priest


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Message of Introduction from the Principal Thank you for choosing Holy Spirit as the school for your child. Holy Spirit is an excellent school with many opportunities for all who attend. Over the next seven years you will see amazing growth in your child as they learn, grow and develop to their full potential. The journey both you and your child have will be a most exciting one. Enjoy what school life has in store for you and be involved, as the time will pass extremely quickly. It goes without saying that every person at Holy Spirit will strive continuously to make your child’s time here as positive as possible within a safe and secure environment. Holy Spirit is a Catholic school and Catholic schools are an extension of the Catholic home as we strive in our combined efforts to develop our faith with our children. The basis of all our teaching at Holy Spirit is underpinned by the Gospel values. By living out these values, we believe our students will grow into well rounded, socially just and active participants in society. At Holy Spirit we focus on the total personal development of each individual child – physically, spiritually, academically and morally. Education is far broader now than ever before. Teaching the basics will not equip our students for the future. They need to develop skills that are broad and allow them to delve into all areas of human endeavour. The full name of our school is Holy Spirit Community School. Those who know us are very aware that parental involvement is crucial to our success. The staff enormously value the incredible support that is offered to us. Groups including School Board, Parents and Friends, Maintenance Committee, Class Coordinators, OSHC (Out of School Hours Care) Committee, classroom and parish helpers all add to the fabric of Holy Spirit. It has long been acknowledged that parents are the first educators of their children. The staff at Holy Spirit encourage parents to be involved in the educational process. Holy Spirit has a well earned reputation as being an excellent school. As Principal, one of the things I am particularly proud of, is the rapport between the students and staff. This rapport is exceptional and watching as they work together is a pleasure. The students enjoy coming to school and even when they have left Holy Spirit to enter secondary school, they continue to see themselves as belonging to Holy Spirit. There will be many opportunities offered to your children over the next seven years. I urge you to support and encourage them to explore these opportunities with full vigor. The more they give the more they will receive in return. I believe the same applies to you as parents. Become involved in school life however you can. Your child’s school is also your school. Enjoy the journey. Peter Camilleri Principal


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TERM DATES 2016 TERM 1: Wednesday 27 January* - Thursday 24 March Friday 29 January ** (Easter 25 March – 28 March) TERM 2: Monday 11 April - Friday 24 June TERM 3: Monday 11 July - Friday 16 September TERM 4: Monday 3 October - Thursday 15 December

*Staff resume on Wednesday 27 January 2015 **Children resume on Friday 29 January 2015

*** Prep children will begin on Friday 29 January 2015

PUBLIC HOLIDAYS FOR THE 2016 SCHOOL YEAR: LABOUR DAY- MONDAY 14 MARCH GOOD FRIDAY- FRIDAY 25 MARCH EASTER MONDAY- MONDAY 28 MARCH ANZAC DAY- MONDAY 25 APRIL QUEEN’S BIRTHDAY- MONDAY 13 JUNE MELBOURNE CUP DAY- TUESDAY 1 NOVEMBER

School Times 8.45 a.m. Bell to move to class 8.55 a.m. Bell to commence class 8.55 a.m. Meditation 11.00 -11.25am Morning Recess 1.00 - 2.00pm. Lunch 3.30 p.m. Dismissal Note: Dismissal time on MONDAYS ONLY IS 3.15pm


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School Administration The primary role is to serve the people of the school with high priority given to:

attending to the aims of the school service to the children and staff the smooth and efficient running of the school to support parents in their educational endeavours of their children communicate with parents keep accurate and up-to-date records to give support and encouragement to maintaining a school

whose purpose is effective and appropriate. The Principal is the person who is ultimately responsible to the Parish Priest, as the school proprietor, and to the Catholic Education Office for the operation of the school as befits a Catholic school. The Principal and the Parish Priest interview and employ new members of staff. The internal decisions of the school are the ultimate responsibility of the Principal. However, decisions are made in conjunction with the staff, Leadership Team and Consultative Committee. It is most important that the Principal be accessible to children, teachers, parents and visitors.

Because administration involves commitment outside of the school it is best to make an appointment when wishing to contact the Principal on matters of a more formal nature. The role is best fulfilled when the Principal is able to maintain direct involvement in the total life of the school as well as with individual classes and children. Parents not only provide support to teachers when they assist classroom teachers with tasks such as typing, reading, library, group work, etc. but are able to add yet another dimension and enrichment to children's learning. To date, parent involvement has been in response to either the school's or individual teacher's needs. Contribution to the life of the school through fund-raising and social events is an invaluable source of growth and betterment for the whole school. Our school encourages and urges all parents to contribute by giving support to each child and the class teacher in the learning situation and additionally in some other way to contribute to the life and growth of Holy Spirit School. At the commencement of the year a form will be forwarded to all parents asking for volunteer help in a variety of areas. Paying Accounts School accounts are sent home monthly. Eftpos, BPAY and Smartapay facilities are available. Cheques are to be made payable to Holy Spirit Community School. Financial hardship should not preclude children from attending Holy Spirit School. However, if there are difficulties, contact must be made with the Principal.


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Taking Children Out of School between 8-55am - 3.30 p.m No child is permitted to leave the school during school hours, unless accompanied by a parent or authorised adult. An entry must be made in the 'Special Circumstances Dismissal Book', located in the entrance foyer. Personal Information It is vital that all personal information be kept up to date. Please advise us immediately of any changes. This can be altered on the Parent portal or by informing the office staff. Working With Children Check ALL parent helpers are required to be in possession of a Working with Children Card. Application forms are available from any Australia Post outlet. Change of Address The school is to be notified IMMEDIATELY of any change of address, phone number, or any other relevant details. Absences/Absenteeism If for any reason your child is to be absent, we ask that you phone the school between 8.45 a.m. and 9.30 a.m. to advise us if the child is expected to be away for one day or more. On return we request a written note from you explaining the absence. You can also notify us by our Skoolbag App. School Uniform The school uniform is compulsory and is to be worn at all times. If, for some particular reason, your child cannot wear school uniform, including a school hat during Terms I and 4, a Uniform Pass must be filled in and handed to the child's teacher. Forms will be available at the office. Any long term problems with uniform should be directed to the Principal. Jewellery is not to be worn to school. The wearing of sleeper or stud earrings is permitted. Make-up, nail polish, bracelets and rings are not permitted Uniform Shop is open on Wed 8.30- 9.00am and Thur 3.15-3.45pm. Late Arrivals Please try to ensure children arrive on time at the beginning of the day. The bell rings at 8.55 am to sound the commencement of classes and whole school Meditation. It can be quite disruptive to classes, and teachers, when children arrive late. Medicines If for any reason, your child is in need of medication during school hours, the following procedure should be adhered to. An Administration of Medication form (available from the office) must be filled in and handed to the child's teacher, along with the medicine to be given. Only medicines of a mild nature will be administered and NO tablets, such as Panadol or similar, will be given to any child. Headaches will be treated by allowing the child to rest, and advising parents by phone. Many of the forms are available on our website: www.hsringwoodnth.catholic.edu.au

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


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Accidents/Sickness Parents are notified immediately if a child suffers an accident, particularly one which requires medical attention. If contact cannot be made the child will be taken to his/her family doctor by a member of staff. In the case of sickness, which confines a child to the sick room, parents or emergency contacts are informed without delay? Communication Our newsletter is available via Skoolbag, Community Portal, or on our website www.hsringwoodnth.catholic.edu.au fortnightly, on a Thursday. Hard copies are available from the office if you are unable to access the internet. PLEASE READ IT VERY CAREFULLY. Included will be term and other dates, details of liturgies and sacraments, school closure days, special celebrations, sports news, meetings, social information and reports from our School Board and other groups. The Skoolbag app is available through iTunes for iphone users, or Google Play Store for Android users – details are available from our website, under HS Community Files, this is our vital communication tool. Information re login details for the Community Portal will be sent at the end of January for new families. https://community.hsringwoodnth.catholic.edu.au Discipline The school has a clear policy of dealing with unacceptable behaviour. Minor misdemeanours are the responsibility of the class teacher. If you would like any more details you are welcome to a discussion with your child's teacher, the Principal, Deputy Principal or Well Being Leader. A copy of the policy may be obtained by contacting the school. Physical Education and Sport On sport days we ask that the children have suitable attire, i.e. shorts, runners. Please refer to the school uniform list. The P.E. timetable for each grade is included in our newsletter at the beginning of the school year. Lunch Orders The Goldies Chicken Shop, Tekeya Sushi Café, Makers Emporium and Brumby’s will deliver orders. However this arrangement is made directly between the parent and the shops, and not through the school. Price lists are available at the office. Library Our Library is open every weekday with borrowing facilities available to both students and parents. Bank Day CBA Dollarmite accounts can be opened through school. Banking day is Wednesday. Bank books are handed in at the beginning of the day and are returned Thursday.

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

https://community.hsringwoodnth.catholic.edu.au/


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Teaching & Learning Statement RATIONALE: Student learning is fundamental to achievement and self-esteem. At Holy Spirit Community School we believe that all students have the ability to learn and to progress as independent learners, supported by a wide range of learning and teaching styles within a caring environment. The provision of learning opportunities is the core responsibility of staff, parents and the students themselves. AIMS: At Holy Spirit Community School we aim to develop the whole person by providing all students with the learning opportunities and experiences that they individually require. Teaching & Learning at Holy Spirit Community School aims to support and enable learning in the contemporary world. (Appendix 1. Contemporary Learning Schema.) Holy Spirit recognises that students learn most effectively when:

A safe and happy learning environment is provided which caters for a balance in the growth of the ‘whole person’.

Information about cultural background and experiences are valued and there is a strong ongoing relationship within the school community and between home and school.

The teacher is a demonstrator, facilitator and mentor.

Opportunities are provided which allow them to express their individuality, to work and think independently, and to be intellectually stimulated.

Individual learning styles are recognised and accommodated within an inclusive curriculum.

They are given thinking time to allow them to process and internalise information, acknowledging the developmental nature of the learning process.

They are encouraged to become risk takers with their learning

They are skilled for a constantly changing and challenging world

Teachers encourage and provide opportunities for them to make choices in some aspects of their learning.

Constructive and practical feedback is provided. IMPLEMENTATION: Learning Statement: Students learn best when a safe and happy learning environment is provided which caters for a balance in the growth of the ‘whole person’. Teaching Practice: At Holy Spirit we …

Provide an environment that encourages belonging to and respect for the faith community

Model our beliefs and behaviour

Explain and reinforce our school rules in assemblies, through the S.R.C., parent newsletters and a consistent approach in the classroom

Sustain a comprehensive Student Welfare program

Provide a buddy system


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Incorporate Social Emotional Learning into various aspects of our curriculum

Acknowledge and celebrate individual achievements through school assemblies, awards, praise and positive reinforcement

Display a mutual respect between staff and students by addressing one another on a first name basis.

Learning Statement: Students learn best when information about the child’s cultural background and experiences are valued and there is a strong ongoing relationship within the school community and between home and school. Teaching Practice: At Holy Spirit we …

Conduct Parent/Teacher discussions early during Term 1 in order to obtain relevant information about students and establish goals for future learning

Provide ongoing student welfare

Listen and respond to parents’ concerns

Conduct mid-year interviews to provide teacher feedback on student outcomes

Utilise student diaries as a means of communication, from Grades 3-6

Plan and teach units of work which encompass issues of self- identity Learning Statement: Students learn best when the teacher is a demonstrator, facilitator and mentor. Teaching Practice: At Holy Spirit we …

Provide a variety of rich, open ended learning experiences

Provide students with some opportunities to control the direction of their learning

Provide encouragement, feedback and support

Assume the role of co-learner by modelling learning behaviours and thinking strategies

Provide scaffolding for teaching-learning experiences to assist with developing independence in all subject areas

Model problem solving strategies with students by “thinking aloud”

Provide a supportive learning environment which allows maximum opportunities for students to succeed.

Learning Statement: Students need opportunities to express their individuality, to work and think independently, and to be intellectually stimulated. Teaching Practice: At Holy Spirit we …

Provide students with the opportunity to share ideas, feelings, beliefs, strategies and knowledge

Undertake pre-assessments and use individual student data to find starting points for student learning

Provide classroom strategies which develop cooperative and collaborative skills


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Acknowledge originality and creativity

Incorporate a variety of activities in planning to cater for individual learning styles

Encourage students to express their views and allow them to participate in decision making processes

Provide open-ended tasks

Encourage and support staff in the ‘Inquiry Process’ through curriculum documentation and delivery.

Embed the use of ICT as a tool to express and demonstrate learning Learning Statement: Students learn best when individual learning styles are recognised and accommodated within an inclusive curriculum. Teaching Practice: At Holy Spirit we …

Provide a balance of individual, small group and large group activities

Use the Integrated Inquiry Approach to develop units of work encompassing a variety of subject areas and learning disciplines, incorporating a balance of learning activities

Encourage and incorporate a variety of learning styles in planning

Provide students with opportunities to participate in a variety of programs across the curriculum (Including Inter-school Sport, Maths Intervention, Reading Recovery and private Music programs) which will develop their individual needs.

Learning Statement: Students learn when they are given thinking time to allow them to process and internalise information, acknowledging the developmental nature of the learning process. Teaching Practice: At Holy Spirit we …

Provide meaningful pre assessment activities and tasks

Cater for a variety of learning styles when planning

Allow time to process information and practice new skills

Revise and consolidate concepts

Allow for thinking time, where students reflect on their learning

Comprehensively evaluate and document progress

Plan using an Inquiry Approach through an Integrated Curriculum Learning Statement: Students should be encouraged to become risk takers with their learning. Teaching Practice: At Holy Spirit we …

Provide open-ended activities

Support student attempts – “It’s okay to make a mistake”

Encourage students to attempt to take responsibility for their own learning

Provide the scaffolding to allow students to feel safe/secure enough to take risks

Model and demonstrate learning behaviours

Encourage a “Have a go” approach


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Learning Statement: Students learn best when they are skilled for a constantly changing and challenging world. Teaching Practice: At Holy Spirit we …

Value self-assessment and personal reflection

Encourage positive and constructive peer feedback

Teach skills and processes enabling students to self-assess and set achievable goals in preparation for further learning

Provide access to information technology

Teach information skills which require students to learn how to learn – higher order thinking skills

Encourage students to express their learning in a range of ways

Deliver a “hands on” approach to learning, where appropriate

Encourage staff to constantly and consistently update their own knowledge and skills

Have high expectations of student achievement Learning Statement: Students learn when teachers encourage and provide opportunities for them to make choices in some aspects of their learning. Teaching Practice: At Holy Spirit we …

Provide opportunities of choice between different activities

Allow students to select their own study/research topics

Provide options and alternatives for students when presenting their work

Provide regular opportunities for staff to plan and receive professional guidance in the Inquiry Process which further enables students to work at their own level

EVALUATION: This policy will be reviewed and updated as part of the ongoing School Improvement Plan.


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School Board THE ROLE OF PARENTS IN THE SCHOOL COMMUNITY The primary right of parents to educate their children must be upheld in all forms of collaboration between parents, teachers and school authorities, and particularly in forms of participation designed to give citizens a voice in the functioning of schools and in the formulation and implementation of educational policies. (Charter of Rights of the Family, The Holy See, Article 5). The Board brings together the parish priest, professional educators and parents in a formal collaborative way to ensure excellence in Catholic education for all children in its care. The Board reflects the mission of the Church and the call of the laity to share in this mission. PURPOSE: 1) To uphold and promote Catholic teaching and a Christian way of life - to serve faithfully as the voice of the people of God in educational matters, 2) To provide a forum for discussion and shared responsibility for Catholic education in the school, 3) To provide responsible, informed advice to the parish priest and principal regarding the provision of education within the school/parish. FUNCTIONS OF THE BOARD

* provide policy frameworks * approve budget and supervise operation of same * ensure adequate resources, maintenance of school building and environs * collaborate with school auxiliaries * develop school/community relations * promote Catholic education * welcome new families/students * report regularly to the wider school/parish community * evaluate educational policies, programs and the role of the Board itself

AUTHORITY The Board derives its authority from its relationship to the parish priest who is the administrator of the parish and who, under the bishop is responsible for Catholic education in the local Church community. Individuals can exercise authority ONLY if delegated by the WHOLE Board, including the parish priest.


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ROLES AND RELATIONSHIPS Members need to be aware of the boundary between POLICY and OPERATIONS. It is the role of the Principal and staff to implement policy and select means of doing same. MEMBERSHIP OF THE BOARD Recommended number 9-12

* Parish Priest, Principal * Elected parent representatives (5-6) * Teachers (one representative) * Parent Auxiliary - Parent Committee (1 representative) - Grounds Committee (1 representative) * Parish Council representative

THE BOARD PROVIDES POLICY DIRECTION BY A CONCERNED AND COMPETENT BODY WHICH IS REPRESENTATIVE OF AND ACCOUNTABLE TO THE TOTAL COMMUNITY - SCHOOL/PARISH/WIDER CHURCH AND WIDER COMMUNITY. The Board is advisory to the Principal.


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Have you thought about joining us?

The Board is always looking for new faces and voices to represent our parent community. We meet 2 – 3

times each term, and our role is that of an advisory body. Recently we have been involved in discussion and

review of some interesting issues, including school camp, homework, composite classes and student

leadership, as well as in the development of the role of a specialist Physical Education teacher. We are also

committed to school policy review, and special projects such as the car park refurbishment and sourcing

grants for the benefit of our children

The Board is made up of the Principal, a Staff Representative, and representatives from the P&F &

Maintenance Committees and Uniform Shop, as well as Parent Representatives. The Chairperson and

Secretary are elected from the Parent Representatives.

We also welcome your nominations to join the Board; please complete the form below and return it to the

School . Alternatively you can email your expression of interest to

[email protected]

Please direct any queries to our 2015 Chairperson Chris Baddock on 0415 149 365

Thank you; we look forward to you joining us.

~ The 2015 School Board

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NOMINATION FORM – 2016 SCHOOL BOARD

PARENT NAME: __________________________________________________________

CONTACT DETAILS: _______________________________________________________

ELDEST CHILD’S NAME & CLASS: ___________________________________________

SIGNATURE: _______________________________________


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Parish House 120 Oban Road, North Ringwood 98763717 PARISH PRIEST: Fr Shibu Joseph SECRETARY: Ruth Frangeskakis (Tues & Wed) & Jenny Philp (Thu & Fri) PARISH HOUSE

HOSTESS: Kerry O’Leary & Mary Yeo PARISH PASTORAL WORKER: Tina Toomey Please note: The Parish House is not open on Mondays. Tue – Fri always open for a cuppa and a chat. Mass is celebrated in the Chapel every morning at 9.00 am except for Wednesdays (8.30am) Details of weekend and feast day services, etc. will be found in 'The Word' - the Parish Sunday news sheet.

The Parish Directory (which all includes all information about Holy Spirit Parish) is available from the parish House Office – 98763077.

www.holyspiritparish.org.au

http://www.holyspiritparish.org.au/


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School Organisation School organisation is the way a school sees itself best able to be attentive to the needs of the school community. This may change with needs, resources and opportunities afforded to us in the immediate as well as in our future. Currently, children work within a class grouping of similar age level with a classroom teacher with whom the children work for most of the day. Class structures are set with the best interest of children as priority, straight classes or composite will be formed accordingly. The school gathers together on Mondays for our school assembly. The purpose of the assembly is to pray together as a whole school, for classes to share information and give displays, for announcements of a whole school nature be made. Whole school singing is also an essential part of this time together. A variety of learning methods are used and every effort is made to give children individual attention when it is required. Children are led to understand that their own best efforts are what we aim for and that individual abilities be recognized and given their due support. According to the type of learning situation, the appropriate learning method is adopted, e.g. - Individual work - Group work - Class work - Whole school unit of work Lessons and units of work may be experienced as: - Formal lessons (direct teaching) - Discovery learning - Inquiry approach to learning Teachers are encouraged to review their own professional development and update this through: - Inservice (school hours/after school hours), Professional Learning Teams - Reading - Visits to other schools - Annual Review Meeting When whole school inservice days occur, parents are given prior notice and these are generally accepted by authorities as one school day per term. Staff meetings are held Monday and Tuesday after school hours and are used as a means of: - Professional development - participating in decision making - reviewing curriculum - inviting guest speakers - Whole school administration and planning


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School Curriculum Holy Spirit Community School follows both Federal and State Government educational directives. For detailed information http://www.acara.edu.au/curriculum/curriculum.html

Student learning is fundamental to achievement and self-esteem. At Holy Spirit Community School we believe that all students have the ability to learn and to progress as independent learners, supported by a wide range of learning and teaching styles within a caring environment. The provision of learning opportunities is the core responsibility of staff, parents and the students themselves. We offer an ‘integrated approach’ to our teaching and learning, where purposeful links are made between areas of the curriculum. Our curriculum is developed around the following Design Principles.

The DESIGN PRINCIPLES of EDUCATION of HOLY SPIRIT COMMUNITY SCHOOL: (Developed by the staff of Holy Spirit, August 2014)

Gospel values are the foundation for our teaching and learning

Educators have a deep knowledge of students’ individual differences in order to nurture and enhance learning

Assessment is critical to the learning and teaching process. It guides and informs the design and implementation of personalised student leaning

Engaging and authentic learning experiences develop and prepare students to function effectively and contribute to the contemporary world

A safe and happy learning environment provided in collaboration with the community is integral to the development of the whole child

Learning is enhanced when connections are made between staff, students, families and the wider community building a culture of understanding and trust

http://www.acara.edu.au/curriculum/curriculum.html


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Religious Education Religious Education at Holy Spirit permeates every aspect of daily school life from staff/student relationships, to community, to curriculum. RATIONALE: As a Catholic Primary School, our primary goal is to educate our students in faith. We work closely with families to support them in their role as the first educators in faith of their children. God is revealed to us through our daily experiences and relationships and we are called to enable our students to develop a relationship with Him through immersion in a vibrant faith community. In the Archdiocese of Melbourne, the text Coming to Know, Worship and Love is the foundation of our Religious Education curriculum. Students come to know the traditions of our faith, to worship in a community who has a vibrant, rich prayer and liturgical life and to love; ‘to be bread for the hungry and a light to the world.’ (Coming to Know, Worship and Love, p.1) AIMS: At Holy Spirit Community School we strive to educate our students to understand and value the Catholic faith tradition. We work towards creating an inclusive and nurturing faith community where students come to a deep knowledge of God as creator and Father, Jesus as teacher and role model and the Holy Spirit as guide. We aim to provide a contemporary and challenging landscape for learning that allows students to connect faith and life, empowering them to live out our Catholic Identity in a purposeful and contemporary way, making an authentic difference to the world. IMPLEMENTATION: Learning Statement: At Holy Spirit Community School, Religious Education is planned using the Inquiry Model and the principles of Godly Play. These approaches enable students to wonder, question, discover and learn about the Catholic faith and tradition in an environment that is inclusive and respectful of individual differences. Learning experiences are planned that assist students to explore their faith and understandings in a meaningful and relevant context. Students are supported to respond to and enact what they are learning so that their faith becomes a lived and shared experience. Teaching Practice: At Holy Spirit we …

Create an environment that encourages respect for our faith community and that is inclusive of other faith traditions

Model the values of the Gospel in all our interactions

Provide opportunities for students to wonder, question and inquire

Plan regular whole school and class liturgies and prayer services where students are active participants

Are committed to daily Christian meditation and prayer


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Plan Religious Education units around a concept derived from our Inquiry units, linking the units closely where possible to enable students to see the faith/life connection

Engage with the messages and meanings of scripture through conversation, reflection, responses and action

Allow space in our planning for students to plan their own actions – taking the Gospel to the community

Use contemporary pedagogy to drive our teaching in Religious Education

Incorporate ICT tools whenever possible to enable students to express their learning and understandings in multimodal ways

Evaluate our Religious Education units in the light of the Contemporary Learning Schema

Support the Parish-based Sacramental program by embedding relevant content and experiences within Religious Education units

Provide opportunities for students to engage in and respond to issues of Social Justice in the local and global community

The staff at Holy Spirit Community School supports the role of the parents as their child’s primary educator in faith. We strive to provide a learning environment that is based on values found within the Gospels and live out these values in every interaction within our school community. There are many facets to our Religious Education program including:

Religious Education lessons

Daily Prayer/Meditation

Whole school and class liturgies

Weekly school assembly

Sacramental Programs (jointly Parish and School based)

Supporting community and charitable projects

“The Catholic school is part of the world and part of the community of the Church, and invites all the members of the school community to search for God in the world and to live a life framed by

the life and words of Jesus of Nazareth.” (Coming to Know, Worship and Love, p.1)


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English In the new Australian Curriculum English, the strands of Literacy, Language and Literature are taught the modes of:

Speaking and Listening

Reading (decoding, comprehension, fluency, viewing)

Writing (spelling, handwriting, grammar, punctuation) The English domain is centred on the conscious and deliberate study of language in the variety of texts and contexts in which it is spoken, read, viewed and written. Students learn to appreciate, enjoy and use language and develop a sense of its richness. A Whole School Approach Holy Spirit implements a whole school approach for Literacy provision for all students from Prep to Year 6. Our practice reflects the beliefs and understandings within the design approach of Hill and Crevola (1997):

All students can achieve high standards given sufficient time and support

All teachers can teach to high standards given the right conditions and assistance

High expectations and early intervention are essential

Literacy leadership, coordination and Professional Learning Teams

Assessment, monitoring, standards and targets

School and classroom organization, teaching program and resources

Home, school and community partnerships Assessment P – Year 6 The collection of data is a key element within the Literacy Program. It is used to inform our teaching and measure growth in learning. Pre-Testing: All students are involved in formal testing early in Term 1. This may be one on one with the teacher, within a small group or as a class. This data is used to establish prior knowledge of students and to identify individual strengths and challenges to inform programming and focused learning needs. It also provides a base from which to measure growth in learning. Ongoing monitoring: Students are tracked throughout the year with ongoing assessments and observations. This provides teachers with explicit information about students’ ongoing needs Post-Testing: All students participate in formal testing during October and November. This data allows teachers to measure the growth in learning of their students throughout the year, and provides a picture of how students at Holy Spirit are progressing. Professional Learning Teams Teachers meet regularly as teams to:

Discuss Literacy outcomes of the whole school, levels, classes, students

Share ideas and expertise

Explore strategies and new approaches based on current research and practice

Review data and set goals The team approach allows for collective ownership of all students and programs.


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Daily Literacy Program A daily Literacy block is provided in all classrooms. This generally consists of two hours focusing on developing and implementing skills in speaking, listening, reading and writing. The Literacy block may look different across the classrooms. Prep – Grade 2: Each day begins with the 2 hour Literacy block Grade 3 – 6: Two hours of literacy is provided for across the day through direct instruction and integrated into other curriculum areas. Each session consists of the following structure:

Whole class focus (teaching to the general needs of the class)

Small group instruction (teaching to the shared needs of groups or individuals) Independent and small group tasks

Whole class sharetime (students articulate and share their learning) Special Assistance and Intervention Special assistance and intervention is provided to students on a needs basis. Assistance with classroom programs can be provided through the Literacy Leader and Student Services Leader. A formal intervention program, Reading Recovery is available to Year One students most at risk. Our volunteer Reading Helpers Program provides extra reading practice each morning for some Year 1/2 students. Home/School Partnerships Holy Spirit School acknowledges and appreciates the role parents’ play in the learning of their children. Parents are invited to be ‘parent helpers’ within the classroom, supporting programs and students’ learning. To participate in any classroom activities/excursions a Working With Children Card is needed – application form available from school or your local post office. Parents are also a vital link between home and school providing time and support, and encouragement for their children to complete home reading expectations and other home tasks set by their teacher.


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Mathematics

At Holy Spirit we believe that Mathematics is an essential life skill. It provides students with problem solving strategies that will enable them to understand everyday activities. Mathematics allows students to develop and use logical thought processes.

What is Mathematics?

Learning mathematics creates opportunities for and enriches the lives of all Australians. AusVELS Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. AusVELS Rationale

What is numeracy?

Numeracy is generally used to mean effectively using mathematics in everyday situations. A thorough grounding in mathematics is vital for the development of numeracy. ‘Being numerate enables adults to function effectively in their everyday lives. A wide variety of personal contexts involve numeracy, ranging from routine activities such as shopping, to tasks where a greater range of numeracy skills may be involved, such as planning a holiday or budgeting.’ Numeracy a priority for all: Challenges for Australian Schools 2000

At Holy Spirit the students learn Mathematics in an active, creative and meaningful way where all levels and abilities are catered for. Mathematics is generally taught as a separate subject, however, when appropriate Mathematics can be integrated into the broader curriculum. The framework for classrooms is provided by the AusVELS documents. AusVELS Mathematics is organized around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. These describe what has to be taught and learnt. The proficiency strands are Understanding, Fluency, Problem Solving and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics. They provide the language to build in the developmental aspects of the learning of mathematics and have been incorporated into the content description of the three content strands listed above. This approach has been adopted to ensure students’ proficiency in mathematical skills develops throughout the curriculum and becomes increasingly sophisticated over the levels of schooling.


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At Holy Spirit we believe the students should work toward:

becoming confident learners of Mathematics, able to investigate, represent and interpret situations in their personal lives

enjoying Mathematics and being active independent learners

applying, using and discussing Mathematics in their everyday lives;

developing logical reasoning thought processes;

developing strong numeracy and problem solving skills;

becoming competent in using the tools of Mathematics in an appropriate manner;

developing an ability to communicate, using clear and precise Mathematical language.

developing fluency in the processes.


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Homework Policy RATIONALE: Homework complements and reinforces classroom learning, fostering lifelong learning, study habits and providing an opportunity for students to be responsible for their own learning. AIMS: At Holy Spirit we believe that homework supports classroom learning, assists in developing positive study habits and instills a responsibility for self-learning. It reinforces learning which has taken place at school. Homework is another opportunity for parents to support their child’s education. Parents, in partnership with the school, should encourage their children to establish good homework patterns and study habits from an early age. We acknowledge that homework helps students develop:

Organisational and time-management skills Self-discipline Research skills in using out-of-school resources Personal responsibility for learning

Students from Foundation to Year 6 use diaries. The diaries serve both as an organisational tool and a means of regular communication between parents and the school. We understand that both the purpose and content of homework be consistent within each level throughout the school, while allowing for the individual management style of each teacher. We value the growth of the ‘whole person’ and in this regard recognise that homework be balanced with a variety of recreational, family and spiritual pursuits. IMPLEMENTATION:

The school’s homework policy can be accessed on the school website All students, from Foundation to Year 6, will use the prescribed school diary.

Expectations regarding the appropriate use of school diaries will be clearly outlined to parents/guardians and students at the commencement of each school year. Use of the homework diary will incorporate:

A record of homework and reminders (3-6) A record of nightly reading Daily signature by parent/guardian upon sighting of completed homework

tasks/home reading Signature of class teacher – weekly.


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Homework will be:

Appropriate to the student’s skill level and age, supporting their learning in the areas of literacy and numeracy

Purposeful, meaningful and relevant to the curriculum Assessed by teachers, giving feedback or guidance to support learning completed

at home Parents and caregivers can support their children by:

Encouraging them to become increasingly independent with their learning and organizational skills

Organising a time and space for completing work at home and setting regular reading routines

Contacting the class teacher to discuss any problems their children are having with homework

Foundation to Year 2 Homework will include the following:

Reading to, with and by parents of ‘Take home’ readers and ‘Helping words’ Tasks associated with classroom activities, particularly in gathering information

required for learning at school Gathering of additional information or materials when required Promoting discussion based on texts read or heard to develop comprehension skills Use of school diary to record reading and comprehension as required

Years 3 & 4 Homework will include the following:

Independent reading on a daily basis Reading to, with and by parents Providing opportunities to assist in the development of comprehension skills Revision of multiplication tables and/or number facts and spelling Research and data collection for school-based Inquiry-related tasks Use of the school diary, to record home learning, key reminders and any necessary

communication between home and school Homework time will generally not exceed 30 minutes per week day Years 5 & 6 Homework will include the following:

Independent reading on a daily basis Reading to, with and by parents Providing opportunities to assist in the development of comprehension skills Revising multiplication tables, number facts, spelling strategies and vocabulary Research and data collection for Inquiry-related tasks Daily use of the school diary, to record home learning, key reminders and any necessary

communication between home and school The inclusion of personal study. (This will be encouraged for 10 minutes each day on

areas of individual learning need)

Homework will generally not exceed 45 minutes per week day


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Children who have not completed assigned work during class time are expected to complete unfinished tasks outside normal school hours, in addition to set homework requirements. When a child fails to complete their homework, or does not complete their homework satisfactorily, this will be communicated to the parents/guardians through the child’s diary or via phone contact, as deemed necessary.

This policy was last endorsed by the School Board in … March 2015


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Rights and Responsibilities

School is a community, which is made up of a number of different groups, who have certain rights: teacher rights, student rights and parent rights. Rights and responsibilities naturally go hand in hand. ‘I have the right to be heard; you have the responsibility to listen’.

RIGHTS RESPONSIBILITIES

In this room – you have the right….

And the responsibility….

..to be listened to

..to listen to others without fiddling, making noises or talking over them

..to work in a room that’s not too noisy ..to work quietly without disturbing others

..for your opinion to be respected and to make your own decisions

..to listen to other’s opinions and not make fun of them

..to have some of the teacher’s time ..to not interrupt people when they are spending time with the teacher

..to use equipment in the room ..to share the equipment

..to work in a clean room ..to pack up your mess and look after the room

..to move freely within the room (within reason)

..to be considerate of other people when moving

..for your time not to be wasted ..to be on time, to line up quickly, come in and sit down quietly and stop and listen when asked to

..for your property to be safe in the room ..to take care of other people’s property and not touch something that isn’t yours


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Playground Behaviour

The following behaviours are encouraged at Holy Spirit Community School:

To set a good example for younger children a our school

To behave in a responsible manner

To be considerate towards others

To play as a team member

Not to ridicule, but to encourage

To be trustworthy

To listen to others

To co-operate with teachers and peers

To think of others and show respect

To avoid prejudice

To avoid and prevent bullying

To not encourage bullies

To not obey bullies

To respect everyone

To observe all the rules of the playground

To make an effort to initiate or participate in constructive play The following behaviours are deemed as unacceptable:

Picking up sticks, bark, stones, and any other object that could be used as a missile

Any degree of bullying

Deliberately interfering with another child’s/group’s game

Play fighting (i.e. wrestling, pushing, etc)

Running on pathways

Vandalism

Climbing trees

Entering out of bounds areas

Riding bikes within the school grounds

Eating food outside the designated area

The dropping of litter

Chewing gum

Wearing incorrect uniform, e.g. jewellery, nail polish, etc.

Parents may refer to the Policies, Programs and Budgets Manual of which there are copies in the Library, for a more detailed examination of the school’s Discipline Policy.


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School Uniform

(For more detail, please refer to the Uniform Policy located on our website)

Boys Summer Short sleeve white polo top with logo Grey shorts Plain grey above ankle socks School windcheater Black school shoes Sun smart school hat Girls Summer School summer dress - maroon, blue & white checked Plain white above ankle or knee-high socks School windcheater Black school shoes Sun smart school hat Boys Winter Long or short sleeved white polo shirt with logo Long grey pants Plain grey above ankle socks School windcheater Black school shoes Girls Winter Long or short sleeved white polo shirt with logo White skivvy Long grey pants or tunic frock - optional Grey tights and or white above ankle socks School windcheater Black school shoes Sports Uniform Summer Boys and Girls Short sleeve white polo top with logo or skivvy Plain navy sports shorts Plain white above ankle socks School windcheater Appropriate sport shoes Sun smart school hat Sports Uniform Winter Boys and Girls Short or long sleeve white polo top with logo or skivvy Maroon tracksuit pants/navy shorts Plain white above ankle socks School windcheater Appropriate sport shoes OPTIONAL EXTRAS Navy blue scarf (Available from the Uniform Shop) Navy blue beanie (Available from the Uniform Shop) Navy blue all weather Jacket (Ordered from the Uniform Shop) White, blue & maroon hair bands, ribbons or scrunchies. NON OPTIONAL EXTRAS Holy Spirit School bag (Available from the Uniform Shop)

Art smock (Available from the Uniform Shop) Holy Spirit School library bag (Available from the Uniform Shop)


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School Car Park

IMPROVING SAFETY IN OUR CAR PARK

We have an extremely busy and well used car park at our school. As a result of the increased usage over the years, the safety of our children has come under increasing risk. To avoid the inevitable accident involving our children, a sub-committee of parents, in consultation with the Principal and the Deputy Principal observed driver and pedestrian behaviour during 2008 and updated the car park procedures as follows: The Stop line, No Standing area, Disability Parking bays and Pedestrian Crossing were made clearly identifiable. On the following pages are maps and instructions for both morning and afternoon use of the car park. PLEASE NOTE THAT THE ENTRY TO THE CAR PARK IS NOW RESTRICTED TO 3.15PM ON TUE-FRI (AND 3.00PM ON MONDAYS ONLY). These areas are used by the school until 3.15pm. Remember, if you do not have time to drive the loop of the car park, please do not enter the school grounds. Please read the following procedures as they outline new rules to observe (e.g. reverse parking at all times) and please drive carefully and courteously. This is for the safety of everyone.


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Rules to Follow

Entrance to the car park is from 8.30am – 9.05am daily.

Unless attending morning mass or you have an appointment at school you should not be parking in the car park at any other time.

When entering the car park follow the traffic flow (clockwise direction only).

Drive slowly and cautiously at all times. If parking remember to drive slowly, indicate you are parking and reverse park every time. Make sure you give space for the car in front of you to indicate and reverse park.

No parking in the parish/staff car park area (indicated in orange on the above diagram).

Do not overtake at any time. Do not take short cuts, drive against traffic, and drive over grass areas or exit in an anti-clockwise direction.

No standing/parking at any time in the following areas – Disability bays, Parish house bays and No standing area (opposite and next to the chapel).

Children are not to disembark from cars in the loop at any time – only at either of the two designated drop off points (indicated in red on the above diagram).

Only cross at the painted zebra crossing.

No parking at any time during the school day on the basketball/netball courts.

If another person is dropping off your children, please ensure they are fully informed about the above procedures.


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Rules to Follow

DO NOT DRIVE INTO THE SCHOOL GROUNDS BEFORE 3.15pm TUESDAY – FRIDAY (OR 3.00pm ON MONDAYS ONLY)

If you need to pick up your children and leave quickly then park on Oban Road or at the shopping centre carpark.

When entering the car park follow the traffic flow (clockwise direction only).

Drive slowly and cautiously at all times.

No stopping in the loop at any time to delay other traffic or collect children.

When parking remember to drive slowly, indicate and reverse park every time. Make sure you give space for the car in front of you to indicate and reverse park.

Do not overtake at any time. Do not short cut, drive against traffic, drive over grass areas or exit in an anti-clockwise direction.

No standing/parking at any time in the following areas – Disability bays, Parish house bays and No standing area (opposite and next to the chapel).

Only cross at the painted zebra crossing.

No driving or parking on basketball courts after 3.45pm as netball training in progress.

If another person is collecting your children, please ensure they are fully informed about the above procedures.


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Outside School Hours Care

Holy Spirit Community Outside School Hours Care provides high quality care for primary school aged children in a caring and friendly environment outside of school hours. The service is operated by a team of experienced and caring staff. VENUE: Holy Spirit OSHC operates in the Community Centre at the rear of the school. Enter via the car park. CONTACT: 0419 115 352 HOURS: BSC - 7am – 8.30am (Term 1, Preps 7am – 8.45am) ASC - 3.15pm – 6pm Mon, 3.30pm – 6pm Tue – Fri. Inservice & Vacation Care - 7am – 6pm. ENROLMENT: Your child/ren MUST be enrolled in the OSHC program before they can attend the service. Enrolment packages are available from OSHC staff. FEES: Permanent Casual Before School Care: $14 per session $17 per session After School Care: $17 “ $20 “ Inservice Days $52 “ Vacation Care Excursion Days $65 Incursion Days $57 Fees are subject to change. CHILD CARE BENEFIT As this is an approved childcare service, Child Care Benefit is available to eligible families

Documents

Holy Spirit School Handbook 2016