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PRIMARY SCHOOL
PARENT HANDBOOK
2
WELCOME .................................................................................................................................. 5
ACADEMIC / CURRICULUM MATTERS ....................................................................................... 7
ASSEMBLY .................................................................................................................................. 7
ASSESSMENT.............................................................................................................................. 7
Timing Of Reports .................................................................................................................. 8
Included in the Report ........................................................................................................... 8
Academic Subjects ................................................................................................................. 8
Explanation of the five-point scale reporting descriptors ..................................................... 9
Effort Ratings ......................................................................................................................... 9
Opportunities for parental discussion of the report ............................................................. 9
ATTENDANCE ......................................................................................................................... 9
Leave from School ............................................................................................................... 10
Illness (or unexpected) Absence .......................................................................................... 10
Extended student absence .................................................................................................. 10
BIKES ........................................................................................................................................ 11
CHAPEL .................................................................................................................................... 11
CLASS ALLOCATION ................................................................................................................. 11
CO-CURRICULAR ACTIVITIES .................................................................................................... 12
Sport .................................................................................................................................... 12
Music ................................................................................................................................... 12
Other Co-Curricular ............................................................................................................. 13
COLLECTION OF CHILDREN AFTER CO-CURRICULAR ACTIVITY ................................................ 13
COMMUNICATION ................................................................................................................... 13
Class Pages ........................................................................................................................... 13
Communication folders ....................................................................................................... 14
Parent/teacher evenings ..................................................................................................... 14
Weekly bulletin .................................................................................................................... 14
School diary ......................................................................................................................... 14
CONTACT NUMBERS ................................................................................................................ 14
CURRICULUM OVERVIEW – PARENT GUIDES .......................................................................... 15
DUTY OF CARE ......................................................................................................................... 15
Students on campus after 3.30pm: ..................................................................................... 16
EDUCATIONAL SUPPORT OFFICERS (ESO’S) ............................................................................ 16
ENQUIRIES ............................................................................................................................... 17
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EXTENSION & ENRICHMENT PROGRAM .................................................................................. 17
Identification of Students .................................................................................................... 17
Assessment of Students ...................................................................................................... 18
Learning Support ................................................................................................................. 18
Extension and Enrichment ................................................................................................... 19
Enquiries .............................................................................................................................. 19
FURTHER PRIMARY PROGRAMMES ......................................................................................... 20
Positive Education ............................................................................................................... 20
Music ................................................................................................................................... 21
ICAS Competitions ............................................................................................................... 21
Letter, Sound and Spelling Program .................................................................................... 22
Mathletics ............................................................................................................................ 22
Reading Eggs ........................................................................................................................ 22
STEAM Program – Years 4 & 5 ............................................................................................. 22
Year 6 Trips .......................................................................................................................... 22
HOMEWORK ............................................................................................................................ 23
I.C.T. ACCEPTABLE USE FOR STUDENTS POLICY ...................................................................... 24
INTERVENTION – RESPONDING TO STUDENT BEHAVIOUR ..................................................... 25
KEEPING COMMITMENTS ........................................................................................................ 26
KEY LEARNING AREAS .............................................................................................................. 26
LATE ARRIVAL/EARLY DEPARTURE .......................................................................................... 27
LEARNING CENTRE ................................................................................................................... 27
Learning Centre Opening Hours .......................................................................................... 28
Student Overdues ................................................................................................................ 28
LIFE LONG LEARNERS ............................................................................................................... 28
LOST PROPERTY/ NAMING BELONGINGS ................................................................................ 29
LUNCHES .................................................................................................................................. 29
TUCKSHOP ............................................................................................................................... 29
NUTS AND NUT BASED PRODUCTS .......................................................................................... 29
MESSAGES ............................................................................................................................... 30
OFFICE HOURS ......................................................................................................................... 30
ORGANISATION ....................................................................................................................... 31
OUR GOALS .............................................................................................................................. 31
OUTSIDE SCHOOL HOURS CARE .............................................................................................. 32
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OUTDOOR EDUCATION ........................................................................................................... 32
PASTORAL CARE ....................................................................................................................... 32
POLICY FOR THE USE OF STUDENT EMAIL ............................................................................... 34
Student Responsibility ......................................................................................................... 34
ACCEPTABLE USE OF COLLEGE EMAIL ..................................................................................... 35
Student Communication With College Staff........................................................................ 35
PUNCTUALITY .......................................................................................................................... 35
SCHOOL TIMES......................................................................................................................... 35
SKATEBOARDS, SCOOTERS, ROLLERBLADES ............................................................................ 36
STATIONERY ............................................................................................................................. 36
STUDENT AGREEMENT ............................................................................................................ 36
STUDENT DIARY ....................................................................................................................... 38
STUDENT EXPECTATIONS – COLLEGE COMMUNITY AGREEMENT .......................................... 39
STUDENT HEALTH .................................................................................................................... 40
Medical Information ............................................................................................................ 40
Student Medication ............................................................................................................. 40
Infectious Diseases .............................................................................................................. 40
STUDENT LEADERSHIP ............................................................................................................. 44
SUN SAFETY ............................................................................................................................. 45
TECHNOLOGY .......................................................................................................................... 45
UNIFORM GUIDE ..................................................................................................................... 45
HAIR, NAILS AND MAKE-UP ................................................................................................. 47
Jewellery .............................................................................................................................. 48
Free Dress Days ................................................................................................................... 48
UNIFORM SHOP HOURS .......................................................................................................... 48
VOLUNTEER HELPERS .............................................................................................................. 49
WALKER LEARNING APPROACH ............................................................................................... 49
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WELCOME
Welcome to the Primary School. The Primary School at St Andrew’s Anglican College caters
for boys and girls from Preparatory to Year 6. The students are carefully nurtured by caring,
dedicated and professional staff who focus on each individual’s academic, social and
emotional needs. The children are encouraged to do their personal best in all of their
endeavours.
The Primary School offers a stimulating curriculum to its students. We aim to foster in each
child a love for learning in a safe and secure environment. This is achieved through the
delivery of rich curriculum by each class teacher and within the caring culture and varied
opportunities which exist at the school. There is a strong emphasis on Literacy and Numeracy
within the academic program. All students in the Primary School study the following
curriculum areas: Mathematics, English, Humanities and Social Sciences, Science, The Arts,
Music, Health & Physical Education and Christian Education. In addition to these subjects,
from Prep, the students learn Chinese. The use of computers is integrated throughout the
curriculum.
Each class teacher identifies students within the class who would benefit from extension work
or learning support. With assistance from the Head of Learning Services, the class teacher
adapts the curriculum delivery so as to cater for the academic needs for these students; while
the Learning Centre plays an integral role in the development of the information skills required
to develop life long learners. In addition, the students have many opportunities to participate
in a wide range of sporting, outdoor and cultural activities, which helps to develop their self-
esteem and social interactions, while ensuring a holistic education.
Underpinning our daily work in the Primary School is the nurturing in each child a love of God
and the living of Christian values. We endeavour to instil in each child an understanding of
tolerance, respect, co-operation and appropriate manners towards others within the College
community. We believe that it is important for the children to understand the basis of the
Christian faith. We achieve this through our daily approach, Christian Education classroom
lessons and our weekly Chapel Services.
The most valuable resource at our College are the staff. They are a caring and dedicated group
of professionals who always give so much of their time and energy into the education of the
children. They have a wealth of knowledge and experience and this is reflected in their daily
work. We are very fortunate to have such a wonderful group of teachers and ancillary staff.
We value, very much, the importance of parent involvement within the classroom. The
College believes that the best education for the child is through a three-way process. It is the
partnerships developed between the child and teacher, child and parent, and parents and
teachers. Open and honest communication between home and College is absolutely
necessary for the well-being of the students. We welcome your involvement and support in
the educative process within the Primary School.
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The staff continually seek to develop in the children a sense of self-discipline. We are
conscious of the way in which the students represent the school in their behaviour and
attitude. The principles of appropriate conduct are regularly affirmed by the staff.
I welcome you, your child and family into the Primary School. The staff look forward to
developing a strong and positive relationship with you.
Robert Paterson
HEAD OF PRIMARY
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ACADEMIC / CURRICULUM MATTERS
At St Andrew’s Anglican College, all children are provided with opportunities to learn and grow
in a supportive, caring, challenging and inspiring environment. All College staff are committed
to delivering an educational program that allows each individual child to grow and develop
their social, emotional and academic abilities in a stimulating and nurturing learning
environment.
St Andrew’s children are strongly encouraged to participate in activities with effort and
enthusiasm. They are supported to achieve the highest levels of academic knowledge and
understanding within the limits of their academic potential. We place an emphasis on the
essential skills of literacy and numeracy as the foundations of learning in the Primary School.
The Primary School curriculum is based on the Australian Curriculum standards and we offer
a rich and varied educational program for our children. The curriculum addresses content and
skills across the year levels in English, Mathematics, Science, Humanities and the Social
Sciences, The Arts, Health, Physical Education, Languages (Chinese), Christian Education and
Design and Digital Technologies. Our curriculum programs encourage all children to be
problem solvers as well as creative and critical thinkers in the 21st Century.
Our pedagogical approach to teaching and learning in the Primary school is the Walker
Learning Approach. This method of teaching and learning is based on years of educational
research and founded by Kathy Walker and Shona Bass. The Australian designed pedagogy is
an investigative approach that personalises learning for each child based on their
developmental needs and interests. In Prep to Year Two, investigation sessions are planned
and implemented to provide children with authentic opportunities to consolidate the learning
intentions that are based on the Australian Curriculum. In Year Three to Year Six, education
research projects (ERPs) are individually planned and investigated by students, encouraging
deep inquiry into the learning intentions. Walker Learning complements our explicit teaching
and learning programs in Literacy, Numeracy, Humanities and Science. It allows for
consolidation and deepening of student understanding of the learning intentions from the
Australian Curriculum.
ASSEMBLY
An assembly is held each week for the students in Prep – Year 6. This is a time where messages
are given and student achievements are acknowledged. Parents are encouraged to attend the
assembly. The Primary School Leaders are responsible to conduct this assembly.
ASSESSMENT
Our assessment procedures in the Primary School are conducted on a continuous basis
throughout the semester by your child’s teacher. The results are presented to you in the form
of a written report at the end of Semester One and Semester Two. Reporting student
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achievement to the student and parent is an integral part of the communication process at St.
Andrew’s Anglican College.
The student report is designed to give feedback to the parent in plain language. The report
will display both academic and non-academic information on the student. St Andrew’s formal
reporting will concentrate on each student’s academic progress and will endeavour to include
information on student strengths and weaknesses.
The contents of this document explain how and what is reported at St. Andrew’s Anglican College
(Years P-6). Teaching staff try to ensure regular communication (informal reporting) with
parents through the use of the diary, email, phone calls and parent meetings
Timing Of Reports
All Students at St Andrew’s are provided with two formal written reports each year.
Term
Mode of Communication
Explanation of Report Timeframe
One
Teacher Information Night
This is an opportunity for parents to hear from the class teacher about such topics as classroom routines, expectations and practices, homework, parent help, camps and the year’s curriculum. It is an outline for the year.
Week 2
Parent/Teacher Interviews
Interview between Parent and Teacher summarising the social and emotional development as well as academic development and to set a plan forward for the rest of the year.
Week 7
Two
Semester One Written Report
Summative Report on Progress and Achievements for Semester One only.
Last week of Term
Three Parent/Teacher
Interviews
This is a meeting to discuss academic progress and goals for
the remainder of the year. Week 8
Four Semester Two
Written Report Summative Report on Progress and Achievements for Semester Two only.
Last Week of Term
Included in the Report
Academic Subjects
The report outlines the academic achievements of your child over the semester. The student’s
progress in each of the key learning areas, specialist lessons and Christian Education is
reported upon. The report includes English, Mathematics, Humanities and Social Science,
Science, Specialist Subjects (HPE, Chinese, Music and Art) and Christian Education.
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Explanation of the five-point scale reporting descriptors
St Andrew’s uses the descriptors below for Prep to Year Six to report on academic learning:
Emerging
With explicit prompts and in familiar contexts, the child is beginning to work towards the
achievement standard in the curriculum area. The child is learning to follow procedures.
Developing
With prompts and in familiar contexts, the child is working towards the achievement standard
in the curriculum area. The child attempts to explain their understanding of skills and
concepts.
Demonstrating
In familiar contexts, the child is independently demonstrating the achievement standard in
the curriculum area. The child can explain their basic understanding of skills and concepts.
Advancing
The child is independently working beyond the achievement standard in the curriculum area
and applying skills and knowledge in familiar contexts. The child can explain their
understanding of skills and concepts in detail.
Extending
The child is independently extending with depth beyond the achievement standard in the
curriculum area and applying skills and knowledge in new contexts. The child can explain their
understanding of skills and concepts in detail outside the teaching context.
Please note that students receiving a “Demonstrating” have demonstrated achievement at
the expected year level standard. The students who are displaying achievement that exceeds
the expected standard have attained an “Advancing”, while the children across the year level
cohort who are displaying achievement that greatly exceeds the expected standard have
attained an “Extending”. It is also important to note that all achievement levels are as at the
given date on the front of the report.
Effort Ratings
Students receive an effort rating of either Outstanding, High, Satisfactory, Limited or Poor
for all Key Learning Areas.
Opportunities for parental discussion of the report
St Andrew’s advertises to the school community that parents are welcome to make
appointments with teachers to discuss their child’s progress at any time during the year.
ATTENDANCE
Regular attendance at school is vital to the ongoing academic progress of children. Regular
attendance at school is compulsory for all children between the ages of 5 and 15 years, and
monitored by liaison Officers, under the jurisdiction of the Education Reform Act. St Andrew’s
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Anglican College is guided by mandatory regulations outlined and monitored by the Board of
Studies. We must record and account for all absences. The issue of student absence is taken
seriously by the College.
Leave from School
When parents know beforehand that their children are going to be absent from School for a
particular reason (eg. medical appointment, sporting event) or when parents wish their
children to be excused from School for family reasons, a written application for leave should
be made to the Head of Primary at least 5 school days beforehand.
Illness (or unexpected) Absence
When students are absent as a result of illness (or some special unexpected reason) parents
are asked to contact the Primary School Absentee line to advise of this absence. Primary
Absentee line is 5471 5518 or email [email protected]
Extended student absence
From time to time, a student can experience extended absence from school. Extended
absence could be due, but not confined, to:
• student/family illness
• death of a family member
• extended vacation during the School term
• serious accident
An extended absence is any duration of at least one week (5 school days). There will be
occasions when a parent wishes to withdraw their child from the school for a reason such as
family holiday. Approval of extended leave for family holidays that fall during term time is
given rarely and students are expected to be at the College until the last day of each term.
When parents wish to withdraw their child from the school for an extended absence, they
must first write to the Principal and/or the Head of Primary requesting permission for this
leave, outlining the reasons for the withdrawal. The Principal/Head of Primary must receive
this letter at least one week prior to the proposed absence (except in case of an emergency)
so that further discussion and correspondence can occur if necessary. The Head of Primary
will contact the parents to notify them of any concerns and relevant issues.
It is important for parents to acknowledge that teachers are not required to supply academic
work for the student. An important aspect of education is the face-to-face contact teachers
have with students in the educative process. Tasks (such as worksheets) are given to students
at school to support, strengthen and reinforce teaching. If the teaching element is void then
these tasks may be inconsequential for the student. Without teacher input into the academic
program, the student may not necessarily progress at a rate deemed appropriate for the year
level. For this reason, the school promotes the importance of a student’s uninterrupted
attendance at school. Teachers will, however, expect the student to complete relevant tasks
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(such as keeping a journal) for the duration of the student’s absence. These tasks must be
negotiated before departure and can be submitted to the teacher for assessment or review
on arrival back at school.
BIKES
• Students are permitted, and encouraged, to cycle to school when appropriate.
• Bikes should not have expensive accessories which can easily be dismantled.
• Bikes should be engraved with student’s name and be chained or padlocked during the
day in the designated location.
• Bikes are not to be ridden on the College pathways or campus at any time for safety
reasons.
• The wearing of helmets is compulsory; students should carry their formal school hat in
their bag while riding their bike.
CHAPEL
Each student in the Primary School attends a weekly Chapel service. These services are held
as an entire Primary School and are designed to:
➢ help students develop an understanding of the reverence given to worship and
spiritual reflection
➢ offer a time for quiet contemplation
➢ help students to think about God’s messages for us
➢ develop knowledge and understanding of the Bible
➢ encourage students to take part in worship services
➢ encourage students to respect the practices and beliefs of others in worship.
Special services: other than weekly Chapel Services, all students are expected to attend
special services conducted by the College including Easter Service, Anzac Day Service and
others as they arise throughout the year. Parents are very welcome to attend any of our
Chapel and other special services throughout the year.
CLASS ALLOCATION
The College considers the allocation of students to classes in each year level to be a very
important process. For this reason, a very clear and detailed system is followed for
determining class composition and the allocation of academic staff. The College believes that
such a system will enhance the educational environment for the students. It is not therefore
the intention to move a whole class group up from one year to the next, where all of the
students in the class stay as the same cohort of students for the class in the next year level.
Consideration is given so as to provide a balance of gender, academic abilities, behavioural
traits, learning styles, age of the student, sibling relationships and class size across all classes
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in the year level. Parents who wish to make specific requests need to submit specific written
information regarding their child’s particular needs to the Head of Primary.
CO-CURRICULAR ACTIVITIES
The Primary School offers a wide range of co-curricular activities. This facet of school life
provides a unique opportunity for the students to mix with their teachers on the sports field,
through cultural activities or away on school camps. The range of activities on offer enhances
the relationships between staff and students.
There are many benefits from participating in the co-curricular program, for participation is
often a way for the students to develop strong friendships, to build their self-esteem and to
enable them to identify more strongly with the school.
Sport
The College Sport Department prides itself on the philosophy that sport and opportunities for
sport are available to all, irrespective of ability. With this in mind the co-curricular program
encompasses a wide range of sports and activities with the aim of encouraging as many
students as possible to get involved. There are opportunities to play in a team in a range of
sports that include: Touch, Rugby Union, AFL, Soccer, Basketball, Netball, Water Polo, Tennis,
Volleyball, Walla Rugby, Softball and Gymnastics.
Please check the Sport web page for a full list and details of all sports offered at St Andrew’s.
Music
The Co-Curricular Music Program offers students the opportunity to participate in ensembles
outside of school hours to enhance their musical learning and enjoyment of the discipline.
Participation in ensembles develops students' social, emotional and performance skills in a
rigorous but fun environment.
Students can elect to study an instrument/voice through the Co-curricular Music Program.
Lessons are held during school hours with specialist teachers either individually or in a small
groups in some instances.
Please check the Music web page for a full list and details of all music programs and
instruments offered for tuition at St Andrew’s.
Year 4/5 Immersion Program
As part of their Year 4 and 5 Music studies, students will be involved in the Instrumental
Immersion Program. The Instrumental Immersion Program presents a wonderful opportunity
for these students to experience learning a string or band instrument as part of their academic
program. Instruments that will be available within the Instrumental Immersion Program
include - Alto Saxophone, Baritone Horn, Bass Clarinet, Cello, Double Bass, Euphonium,
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Flute, Clarinet, French Horn, Oboe, Tenor Saxophone, Trombone, Trumpet, Viola, Violin. The
study on one of these particular instruments will be for a period of two years.
Theory of Music
Theory of Music lessons are also available through the Co-Curricular Music Program. Theory
lessons are available to students from Year 4. Theory grades available for study include from
Grade One to Associate and examinations are usually organised through the Australian Music
Examinations Board (AMEB). Lessons are conducted as private lessons.
Other Co-Curricular
Other co-curricular activities include such activities as Chess Club, Art Club, Debating,
Tournament of Minds, Public Speaking, Readers Cup and Fabulous Book Investigators. Every
two years, the Primary school students have the opportunity to perform in the school Musical.
COLLECTION OF CHILDREN AFTER CO-CURRICULAR
ACTIVITY
For Primary School students, parents are to collect their child at the conclusion of an after-
school co-curricular activity from the venue of the activity. Please do not arrange to meet
your child in one of the carparks of the school, as they will be left unsupervised whilst waiting.
The children are informed that they are to remain at the venue to be collected. The staff will
not dismiss a child from the activity until a parent arrives to collect him/her. This procedure
has been put into place to ensure the safety of the children. Parents must write to the Head
of Primary should they wish their child to ride a bicycle home after any co-curricular activity.
COMMUNICATION
We see our College as a community – a community of students, teachers and parents. We
feel that we place the correct emphasis upon effective and open communication. We urge
you not to hesitate to consult with us if you perceive a problem arising. Should you wish to
discuss your child with the school then –
The class teacher is the first point of contact in any matter concerning your child’s educational
well-being. You are urged most strongly to discuss any concerns with the class teacher first.
We use several procedures to communicate with you:
Class Pages
Primary school class pages appear on the school’s Parent Portal. Each class has its own page
on the School’s Canvas LMS site where useful information such as the curriculum overviews,
timetables, learning intentions and upcoming events are detailed. Parents are encouraged to
regularly check the class pages as these pages are continually updated.
14
Communication folders
The classes in Prep to Year 2 have a system using a communication folder, where each child is
given a folder in which notes and letters from the teacher and school are kept. The folders
are taken home each day and checked by the parents.
Parent/teacher evenings
Early in Term One, an evening is held for each class in the Primary School. These nights are
very valuable for the dissemination of information about the expectations and procedures
relevant to the classroom situation. They are not interview nights. Parents wishing to have
interviews are asked to arrange them with the class teacher.
Weekly bulletin
A weekly bulletin is used to keep you up-to-date on activities within the school. The bulletin
is emailed to all families on a Friday and as it contains information about forthcoming events,
it is important that you have access to read this each week.
School diary
A School Diary is distributed to each child in Years 1 – 6. It provides written information on
day-to-day matters concerning the College and it is the place in which students write their
homework tasks. There will be occasions when your child’s teacher will wish to communicate
with you by jotting a note regarding your child’s progress. He or she may use this diary
knowing that the news contained in the note will also be read by the child. Similarly, you may
like to use this diary to write to your child’s teachers. I would like to stress that rarely would
we rely upon the children to bring home verbal messages from school.
CONTACT NUMBERS
Head of Primary School Mr Robert Paterson 5471 5545 [email protected]
Deputy Head of Primary
(P-3) and (4-6)
Miss Cath Green and
Mr Ben Dean 5471 5545
Primary School Office Mrs Megan Hewitt 5471 5545 [email protected]
Primary School ABSENTEE Line 5471 5518 [email protected]
Information about
Sport Mrs Carolyn Digby 5471 5548 [email protected]
Information about
Music Mrs Brielle Murphy 5471 5536 [email protected]
Information about
Learning Centre Mrs Katy Kirby 5471 5818 [email protected]
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Information about the
Primary school
including Curriculum
and assessment -
Prep – Year 3
Years 4-6
Miss Cath Green
Mr Ben Dean
5471 5543
5471 5618
Information about fees Finance Office 5471 5520 [email protected]
Information about
Enrolments Registrar’s Office 5471 5826 [email protected]
Information about
OSHC Ms Racheal Vozzo 5471 5600 [email protected]
• For specific information about your child and the class program, contact the class
teacher.
• Notes for late arrival, early departure and illness should be given to the class teacher.
• Homework queries to the class teacher.
• Explanation for wearing non-uniform items are to be given to the class teacher.
CURRICULUM OVERVIEW – PARENT GUIDES
Parents can access an overview of the content over each of the Four Terms in Mathematics,
English, HASS (Humanities and Social Science), Science, Design and Digital Technologies and
The Arts for each year level from Prep – Year Six. This information is found on each Year level’s
CANVAS page under the heading “Parent Guides”.
DUTY OF CARE
St Andrew’s Primary School staff are required to take reasonable care to ensure the safety of
students within their care and protect them from predictable, obvious dangers.
Parents can assist in the management and duty of care of students by:
ensuring their child/ren attend school by 8.30am in order to be marked on the
class roll
phoning the Primary School absentee line to inform of occasions (e.g. sickness) that
the student will be absent from, late for or departing early from school.
Alternately, a written note may be presented for late arrival/early departure.
affirming with their child/ren the Primary School practices for processing of late
arrival and/or early departure (e.g. sign in/out procedures)
affirming with their child/ren the requirements (as above) for being collected from
school activities, and ensure that these are adhered to
16
ensuring that they are prompt in collecting their child/ren from the College as per
times published/announced for school activities including excursions, camps,
sporting commitments
informing the College about their child’s medical history and any conditions which
make him/her more vulnerable in particular circumstances.
When collecting children parents are asked to meet them at the designated areas. Any
unsupervised Primary students found on the College grounds after 3.30 pm will be taken to
the Primary or Main Reception and parents phoned.
Medical information and Consent for excursions and camps must be completed online before
students will be allowed to leave the College grounds.
The playgrounds are out of bounds out of school hours. As a matter of our Duty of Care at
school, the staff, when on rostered playground duty, continually watch and monitor the
children when they are playing on the Primary playground equipment. As a teacher is not on
duty both before 8.10 am and after school in this area, the children are not allowed to play on
the equipment at these times unless under direct supervision by their parents.
After school hours supervision is a parent responsibility unless that responsibility has been
delegated to the OSHC staff, or College staff. When special school and sporting events are held
out of school hours, student supervision is a parent responsibility unless otherwise stated
Students on campus after 3.30pm:
No student will be knowingly left on campus unsupervised after 3.30pm. The College
will make all appropriate efforts to ensure students are cared for prior to being
collected from school.
Students are only to be on campus after 3.30pm if involved in an after-school activity
or waiting to be collected from such an activity.
After 3.30pm, all Primary School students are to be collected at the venue and as per
directions from their class/co-curricular activity teacher. Music/other students may
also be collected from the “lower” car park as appropriate to their activity/location,
if supervised directly by the staff member involved with that activity.
After 5.00pm, any students on campus will be directed to Main Admin/Finance
offices to await collection by their parent. If needed, the Head of Primary is to be
informed of the student’s presence on campus and any issues relating to difficulty
in contacting parents.
EDUCATIONAL SUPPORT OFFICERS (ESO’S)
Dedicated ESO’s are employed in each year level. This extra assistance for the students
strengthens the teaching and learning process and provides for the students a solid
foundation in Literacy and Numeracy which is of great benefit to their ongoing education. By
17
having the ESO’s work across the year levels, it is possible to enhance the educational
outcomes of the children. Such ways include:
• Providing individual support/group support for those students who are working
below/above the taught concepts at any given time.
• Assisting with “hands on” activities so that all students can be catered for within the
year level
• Extend the students’ knowledge at an immediate point of learning and interest as
they seek answers to questions through their unit of work.
• By understanding the teacher’s approach to the teaching of reading, ESO’s can
support students during Literacy rotations, thus providing consistency.
• Consolidate understanding with the students during numeracy rotations and
through the use of other mediums as concrete materials, technology and
worksheets.
ENQUIRIES
Please do not hesitate to contact the Primary Office should you have any queries regarding
Primary School on 5471 5545.
EXTENSION & ENRICHMENT PROGRAM
St Andrew’s Anglican College is a learning environment that endeavours to assist all students.
It is our goal is to develop and foster every individual’s abilities and assist them in realising
their potential. The Learning Services staff are tasked with assisting students, staff and parents
specifically in relation to those students who warrant learning support for identified learning
difficulties and/or disabilities as well as those students who are identified as benefiting from
targeted extension and/or enrichment beyond the mainstream curriculum.
Identification of Students
Identification of students for learning support or extension/enrichment can be initiated by
teaching staff, parents or other professionals (e.g. adolescent psychiatrists). Parents who wish
the College to consider their son/daughter for learning support or extension/enrichment need
to submit an application to the Learning Services Department (forms are available from the sub-
school office); parents should consider first discussing their child’s academic progress with the
class teacher.
The College has established specific mechanisms for identifying, as soon as possible, those
students who experience difficulties with learning or who are ready for learning experiences
beyond the mainstream curriculum. In recognition that learning needs may arise and be
identified at various times throughout a student's school life, the College regards the
identification of students as an ongoing process.
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Assessment of Students
For students identified with learning difficulties/disabilities (thus warranting consideration for
learning support) and those identified as highly able (thus warranting consideration for
extension/enrichment), the corresponding team of staff examines each student’s learning
needs, academic performance and academic potential in consideration with other factors
relevant to their social and personal development in order to determine the most appropriate
means of assisting the student with their learning experiences at the College.
Each student’s progress is monitored and reviewed through consideration of a range of data
including external standardised testing, in-school assessment, teacher feedback and
information provided by parents. Students will enter and exit learning support and
extension/enrichment programs as appropriate to their needs and academic progress.
Learning Support
Students identified to potentially receive learning support to address the impact of learning
difficulties and/or disabilities upon their academic progress will have their case addressed by
the Learning Support Management Team (LSMT) through review of the nature of their
difficulty/disability, the level of impact upon learning, and the resources accessible within the
College. Dependent upon the student’s year level, learning support can address reading,
writing, core numeracy skills, Mathematics and/or general curriculum access (the capacity to deal
effectively with assessment tasks). Other physical, behavioural and/or socio-emotional issues may
also be addressed as appropriate to a student’s particular circumstances and needs.
Student cases are reviewed by the LSMT twice each school year:
(i) end of Term 1 and
(ii) end of Term 3.
Most students receiving learning support will do so for two school terms:
- Terms 2 and 3 of the current school year
- Term 4 of the current school year and Term 1 of the following school year
Learning support intervention is usually provided through (i) withdrawal sessions for students
to work individually or in small groups with a learning support aide, and/or (ii) in-class visits
by a learning support aide.
Corresponding documentation (such as ISP, IEP) is used to identify for parents, staff and
external agencies the needs of identified students, the support to be provided and the actions
to be addressed by the class teacher. These documents are used to ensure that teachers and
support staff are familiar with the particular needs and learning goals of learning support
students. Where relevant, parents will be notified of meetings with relevant College staff
(usually once or twice per year) which are required to update details of the goals and
outcomes of learning support.
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Extension and Enrichment
Students identified as ready for academic extension and/or enrichment are usually those who
have demonstrated themselves to be highly able in their academic development, particularly
in the areas of literacy and/or numeracy which in turn provide the foundation for students to
potentially excel in other academic areas including Science and Humanities. Students who
excel in other areas – such as sport, music, the creative arts – are addressed through those
specialist departments of the College.
Students identified for possible academic extension/enrichment will have their cases
reviewed by the Extension & Enrichment Management Team (EEMT) to determine the most
effective means of providing appropriately challenging and engaging opportunities to build
upon their strengths and skills.
Extension and enrichment is provided through a wide range of programs that are offered as
scheduled components of the curriculum as well as other co-curricular opportunities. As such,
extension/enrichment activities include but are not limited to:
- task modification (such that a student targets a different topic or end product for
that subject)
- timetabled extension lessons (students are usually withdrawn from class to attend)
- competitions (e.g. Maths Olympiad, Tournament of Minds, Debating)
- excursions (e.g. Days of Excellence, Buranga and Meanjin Writers Camps)
The EEMT also works towards ensuring that all students identified as potentially benefiting
from extension/enrichment activities are provided the opportunity to do so. Decisions about
which activity/ies a student will be invited to join are based upon review of the student’s
performance against corresponding criteria for each activity.
Acceleration either by full grade level (e.g. moving a student from Year 2 to Year 4) or in a single subject
(e.g. a Year 3 student attending Year 4 Maths classes) may be considered by the College for students
who demonstrate the academic and socio-emotional readiness to undertake such a pathway,
and when the College’s structures (e.g. class size) support the potential to implement such an
action. Proposed cases for acceleration are reviewed by the EEMT prior to formal consultation
with parents to determine whether or not to pursue acceleration as the most appropriate
means of addressing the student’s learning needs.
Enquiries
Parents are welcome to make enquiries about the Learning Services Department’s policies
and procedures. To do so, please contact the Teaching & Learning PA, Mrs Nikki Clare (Phone
5471 5628 or Email [email protected]) so that she can alert the relevant staff member to
your enquiry.
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FURTHER PRIMARY PROGRAMMES
Positive Education is a core part of our culture here at St Andrew’s. Under the leadership of
our Director of Positive Education, St Andrew’s is now a leading school having invested time
and resources in ensuring every member of staff has been trained in Positive Psychology, and
as we embed these practices within our curriculum and across our community.
Positive Education brings together the science of Positive Psychology with best practice
teaching to encourage and support individuals, schools and communities to flourish. We refer
to flourishing as a combination of ‘feeling good and doing good’. Positive Education focuses
on specific skills that assist students to strengthen their relationships, build positive emotions,
enhance personal resilience, promote mindfulness, and encourage a healthy lifestyle.
In its most basic essence, our Positive Education Model can be thought of as a road map of
what people want for themselves, their students and their children: good health, frequent
positive emotions, supportive relationships, a sense of purpose and meaning, the
accomplishment of worthwhile goals, and moments of complete immersion and absorption—
a life where a person uses their character strengths in ways that support the self and others,
and that has flourishing at the heart.
Positive Education
Our Positive Education Model Comprises Six Wellbeing Domains:
Positive Relationships
The Positive Relationships domain explores the importance of connectedness and strong
relationships for wellbeing. The focus is on helping students to develop social and emotional
skills that nourish their relationships with the self and others. At St Andrew's Anglican College,
this domain builds on the strong school community and culture of respect. In particular, there
is profound effort directed towards creating a School community based on kindness and
forgiveness.
Positive Emotion
The Positive Emotion domain aims to enable students and staff to develop a stronger
understanding of their emotions and those of others. Our focus is to create opportunities for
our school community to experience and savour positive emotions such as joy, love, gratitude
and contentment. We endeavour for all staff and students to be able to initiate, experience,
prolong, and build positive emotions in their lives.
Positive Health
The Positive Health domain focuses on supporting students and staff to develop sustainable
habits for optimal physical and psychological health. With the inextricable link between
physical and psychological health, we know that practising mindfulness and resilience
techniques will promote greater health outcomes. Mindfulness and resilience are also
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supported by the quest to help students to develop broader healthy behaviours in terms of
exercise, nutrition, and sleep.
Positive Engagement
The Positive Engagement domain helps students and staff to experience complete immersion
in activities through understanding the nature of engagement, the pathways to it, and the
impact it has on individual wellbeing. The aim is for all members of the School community to
find sources of interest and passion in their lives.
Positive Accomplishment
Positive Accomplishment aims to develop individual potential through striving for and
achieving meaningful outcomes. It encompasses helping students to learn and achieve
academically as well as enabling both students and staff to strive for goals that are both highly
rewarding to the self and of benefit to the wider community. The goal is to support all
members of the School community to embrace challenges with grit, determination, hope, and
a willingness to learn from their experiences.
Positive Purpose
The Positive Purpose domain explores understanding, believing in, and serving something
greater than the self and deliberately engaging in activities for the benefit of others. It
encourages students and staff to draw on their character strengths in ways that contribute to
the welfare of others and the wider community. It also recognises that belonging to a
supportive school community is a strong pathway to purpose and to wellbeing.
Character Strengths
Character Strengths are natural capacities or ways of thinking, feeling and behaving that come
easily to a person and that are morally valued. According to a strengths approach, each
individual has unique qualities that can be used to enhance wellbeing, overcome challenges,
and nurture relationships. Strengths are important pathways to flourishing across the six
domains of the model of Positive Education. Students who use their strengths have been
found to demonstrate strong academic performance supporting their importance for student
accomplishment.
Music
In addition to the classroom music lessons, the Year 4 and Year 5 students are involved in an
Instrumental Immersion Program. The students in the Primary School have the opportunity to
be included in a number of ensemble groups and choirs.
ICAS Competitions
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ICAS competitions are available for students from Years 2 – 6 to participate in. Depending on
the year level of the student, we offer the ICAS Digital Technologies, Science, Writing, Spelling,
Mathematics and English competitions.
Letter, Sound and Spelling Program
All students in Prep are involved in learning letters, sounds, blends and spelling patterns using
our own school based program that utilises the Letterland resources. In Years 1 to Year 6, the
spelling program Soundwaves consolidates, develops and extends spelling sounds, patterns
and behaviours learned in Prep. This program is a teacher-directed and student-centred
approach that focusses each week on a specific sound and the variety of ways that sound can
be spelled. The program is differentiated within each class through word complexity within
the sound to meet individual student’s vocabulary understanding and spelling development.
Mathletics
The College is subscribed to Mathletics and all students from Prep – Year 6 have access to this
program. It forms an important component of the Mathematics curriculum with the Primary
School. You can access this via www.mathletics.com.au, each child will be given their own
logon details.
Reading Eggs
The College is subscribed to Reading Eggs and all students from Prep – Year 6 have access to
this program. It forms an important component of the English curriculum with the Primary
School.
STEAM Program – Years 4 & 5
The Steam Projects form an important part of our Thinking Skills Program and incorporate
new initiatives launched at the College in 2015 to enhance our students thinking skills in
Science, Technology, Engineering, Arts and Mathematics. Included within these topics is Web
2.0 Tools and Coding. Through this program, the students develop a variety of skills that are
essential for success: critical thinking and problem solving, creativity and innovation,
communication, collaboration, and entrepreneurship, to name a few. The context is
motivating, engaging and real-world, as we develop our students to be fully-literate 21st-
century citizens.
Year 6 Trips
In Year Six, students have the opportunity to visit China for a week to experience the culture
and develop their language.
Year 6 students also have the opportunity to spend a week in Outback Queensland visiting
Barcaldine, Longreach and Winton. The trip to Longreach provides the students with the
chance to learn a great deal by them experiencing first-hand the vastness of Australia and the
diversity of the land and its people. It develops for them a sense of Australia’s outback, where
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they visit such places as the Tree of Knowledge, the School of Distance Education, the Waltzing
Matilda Centre, the Stockman’s Hall of Fame, the Qantas Museum and a cruise down the
Thomson River.
HOMEWORK
Class teachers outline their expectations and procedures in regard to homework during the
Parent Information Evenings early in Term One. Parents are encouraged to support the
homework program and communicate with the classroom teacher directly whenever queries
or difficulties arise.
In the Primary school, there is no formal homework set for students in Prep – Year 2, although
they are encouraged to spend time on daily reading and learning of sight words and spelling.
Students across the Primary School are required to spend time on quiet reading each evening.
Formal homework will commence in Years 3. Such homework in Years 3 – 6 will be set to
consolidate English and Mathematics concepts and include additional activities which directly
link to their Educational Research Projects. If a student has completed the recommended time
per night and is having difficulty to complete the homework, the student is to stop the
homework and parents sign off in the student diary indicating this. If the student continues
to experience difficulties parents should contact the teacher.
Prep – Yr 2
Homework for Prep – Year 2 is based on the recommendations of the Walker Learning
Approach. There are no longitudinal studies which demonstrate that homework in the early
years improves student outcomes. The best homework of all in the early years of school is
family time; playing together, talking together, reading, enjoying books, resting and not being
too overscheduled after school each day. Therefore homework for Prep – Year 2 will consist
of reading and learning sight words in addition to the suggested activities above. There is no
time allocation to complete these set activities.
Years 3 – 6
Students in Years 3-6 often have more homework but it needs to be personalised and balanced
to help them connect what they are learning at school with life beyond the classroom. The
following is a guide of the requirements for homework in Years 3 – 6.
Year Time per night x
4
Min per week Activity
Year 3 20 min night Max 80 min Literacy, Numeracy, ERP
Year 4 25 min night Max 100 min Literacy, Numeracy, ERP
Year 5 30 min night Max 120min Literacy, Numeracy, ERP
Year 6 40 min night Max 160 min Literacy, Numeracy, ERP, Science
Reading each night is included in this time allocation for homework. If a student has completed
the recommended time per night and is having difficulty to complete the homework, the
student is to stop the homework and parents sign off in the student diary indicating this. If
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the student continues to experience difficulties parents should contact the teacher. It is
expected that a student will develop a routine of completing homework over a 4 night
period. The 4 nights are decided by you and your child with the flexibility to use the weekend
as 2 of the nights, to accommodate co-curricular activities. Each year level will inform you of
the due day for homework.
I.C.T. ACCEPTABLE USE FOR STUDENTS POLICY
Access to computers and the Internet is a privilege. They provide us with valuable learning
experiences for life including links with other schools, cultures and communities. Access to
Internet sites and e-mail is for educational purposes only. When using the Internet, you are
to conduct yourself in a responsible, ethical and polite manner.
Always respect your privacy and the privacy of others. Don’t share personal information on
the Internet. Many people may see information that you place on the Internet. When
rephrasing information from the Internet, or directly quoting from a site, you MUST always
give the name of the source (author, website address, etc.)
Failure to follow the guidelines below may result in losing access, disciplinary action and even
possible legal action. All computer usage is logged and monitored, and the College reserves
the right to remotely view your screen and take screen-capture images. Any logging
information may be used as evidence for college disciplinary matters or provided to law
enforcement officials.
It is acceptable for students to use the
school computers and network for:
It is unacceptable for students to:
• Assigned class work and assignments
set by teachers
• Developing literacy, writing,
communication and information
skills
• Authoring text, artwork, audio and
visual material for publication on the
Intranet or Internet
• Conducting research for school
activities and projects
• Communicating with other students,
teachers, parents or experts in
relation to school work or events
• Access to articles in newspapers
magazines, indexes or CD-ROMs
• Download, distribute or publish offensive messages or
pictures. This includes attempting to view inappropriate
material on the Internet
• Use obscene or abusive language to harass, insult or attack
others. Cyber bullying can result in legal action being taken
against a student
• Use any non-school related file from a personal USB
memory device, including games, MP3 music, videos,
viruses and any other copyrighted material
• Play any unauthorised games
• Give away personal information or contact details over the
Internet
• Deliberately waste printing, Internet or server resources,
including excessive downloads and storing non-school
related files (MP3, games)
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• Access to online references such as
dictionaries, encyclopaedias or LOTE
language resources
• Joining in approved cultural and
social activities
• Fair use of recordings from the
Clickview Library for the purpose of
school use only.
• Damage or otherwise interfere with computers, printers or
network equipment (including mice, keyboards and network
cables)
• Attempt to bypass security measures put in place by the
College or any other organisation, including the Internet
filtering system or using another person’s account or
password
• Violate any copyright laws which includes plagiarism
(pretend someone else’s work is your own) and piracy
• Use any College email account to send email to staff or
students (except relating to College work or events), emails
containing personal information, and chain or bulk emails
• Use recordings from the Clickview Library for public viewing
and/or for personal use
I have read and understood the above policy. I agree to comply with these guidelines and
abide by all school ICT rules and State and Federal laws. If I am issued a laptop as part of the
College laptop program or am part of the BYOD program, I also agree that I have read and
understood the 1-to-1 laptop student guidelines and will abide by them.
Full student name: ______________________ Student Signature: ____________________
Year Level in 2017: ______________________ Date: _________________________
INTERVENTION – RESPONDING TO STUDENT BEHAVIOUR
Levels of intervention are applied in response to students requiring recourse and redirection
to meet their responsibilities as per the College Community Agreement. Redirection may be
in response to single offences, repeated behaviours, continual behaviour, single dangerous
and/or serious behaviour, repeated dangerous behaviour, or behaviour having a nominal
through to serious effect upon others. The level of intervention and the staff member
involved will be determined by the behaviour demonstrated by the student and an
appropriate understanding of the situation.
TYPE/S OF INTERVENTION STAFF RESPONSIBILITY
Verbal redirection
All staff members are responsible in a consistent manner for verbally redirecting students when students are not meeting expectations. Staff interact with students proactively at all times to ensure students are aware of expectations prior to requiring redirection for behaviour as appropriate to the maturity level of the student. Parental communication optional at this level.
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Verbal and written explanation and redirection e.g. diary note
All staff. Further verbal redirection and recourse of behaviour may be required. At this point, due to secondary redirection, written note should be made to student file by intervening staff member to ensure student, parent and College are aware of repeat intervention. Parental communication is required at this level.
Lunch time detention - Meeting with Deputy Head of Primary
All staff members are able to redirect and supervise students during a break from class to ensure that appropriate time is given for student reflection upon their responsibility to meet expectation agreement. A lunch time detention able to be utilised if deemed necessary by appropriate staff. Parental communication is required at this level.
After school detention
Deputy Head of Primary and Head of Primary are responsible for ensuring students attend after school detention due to student not meeting expectation agreement. Written parental communication is required at this level.
Internal suspension Deputy Head of Primary and Head of Primary. Written parental communication is required at this stage.
External suspension Head of Primary, Deputy Principal, Principal. Written parental communication is required at this stage.
Exclusion Principal. Written parental communication is required at this stage.
Alternative arrangements for compensation, deprivation of student privilege, reporting
and/or request for intervention from outside agencies is arranged on an individual case basis
as determined by the appropriate staff.
KEEPING COMMITMENTS If students are unable to keep a commitment they have made in respect to any activity,
courtesy requires that they inform the teacher in charge as early as possible. If a student is
not able to attend a fixture, music/instrumental rehearsal or performance, or other significant
College function, then a letter requesting permission to be excused (giving reasons for the
proposed nonattendance) should be written by the parent/s and given to the teacher/person
in charge of the activity within a reasonable number of days before the activity is to take place
KEY LEARNING AREAS Emphasis is placed on the basic skills of Literacy and Numeracy; however, all students study
a wide variety of subjects.
These include:
• Mathematics
• English
• Humanities and Social Science
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• Science
• Technology
• Languages (Mandarin Chinese)
• Art
• Music
• Health and Physical Education
• Christian Education
The students also participate in:
• Prep – Year 2 sport
• Years 3 – 4 sport
• Years 5 – 6 sport
• Chapel/Assembly
• Enrichment days
LATE ARRIVAL/EARLY DEPARTURE
Parents and guardians must sign their child out of the school if their child leaves school early.
Likewise, the students must be signed in if they arrive late or return to school after an
appointment – the sign in/sign out must be done at the Primary School Office. If your child is
leaving from sick bay, s/he may be signed out from that room. If a child is not in class by
8.30am when the class teacher marks the attendance register, the child will be recorded as
absent and you will be sent an automated SMS if we have not been advised by you of this
absence. If your child arrives late, he/she must be signed in so the absence can be corrected
by indicating the time that the student arrived. Please contact the Primary School Absentee
Line on 5471 5518 [email protected] if your child is going to absent or late to
school.
LEARNING CENTRE
The Learning Hub provides an environment in which students are provided with positive and
enriching experiences whilst gaining the skills of independent research, strategies of lifelong
learning and an appreciation for and enjoyment of literature.
The Learning Hub:
Provides for resource based teaching and learning in all curriculum areas
Encourages the development of the skills of independent research and lifelong
learning
Caters for the recreational needs of the students of St Andrew’s Anglican College
Promotes a love of literature.
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Learning Centre Opening Hours
Monday 7.30am - 5pm
Tuesday 7.30am - 5pm
Wednesday 7.30am - 5pm
Thursday 7.30am - 5pm
Friday 7.30am - 5pm
Recess: 10.40am - 11.00am
Lunchtime: 1.10pm - 1.40pm
Primary students in Years 4 – 6 may access the Learning Centre after school on the above days
for the purpose of research and completion of homework. Students in Prep – Year 3 can also
visit the Learning Hub after school but only under direct parent supervision.
Primary students may borrow from the Library at a time between 8.00am - 8.30am, 10.40am
-11.00am, 1.10pm – 1.35pm, during their scheduled class borrowing times and after school.
Numbers of books that may be borrowed at a time are :
Prep 2 books
Years 1-6 3 books
Student Overdues
Overdue notices are generated on a weekly basis and forwarded to students via their class or
home group teacher (a class notice). If the resources are not returned a further individual
notice is generated at the conclusion of each term and forwarded to the student’s home
address. Resources that are outstanding at the conclusion of the year and not returned will
be invoiced.
LIFE LONG LEARNERS
Paramount to the effective teaching and learning process is the overriding elements of the
curriculum known as the attributes of a lifelong learner. A lifelong learner is described as
someone who is:
• A knowledgeable person with deep understanding
• A complex thinker
• A creative person
• An active investigator
• An effective communicator
• A participant in an interdependent world
• A reflective and self-directed learner
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All of the lifelong learning attributes are reflected in school-based documents and are
essentially important in educating students to become active and informed members of
society.
LOST PROPERTY/ NAMING BELONGINGS
Parents are requested to ensure that all belongings (uniform items, lunch boxes, stationery
items, etc) are clearly labeled, so that they can be returned to their owner if found. All lost
property is held at the Uniform Shop.
LUNCHES
In order to help us support healthy eating habits, please ensure that your child’s morning tea
and lunch includes such items as sandwiches, fruit, cheese, muesli bars and milk or fruit drinks.
We do not encourage items such as lollies, chips, chocolates or soft drinks. Some classes break
during the morning session for a fruit time. The children are therefore encouraged to bring to
school an extra piece of fruit or vegetable for this break. All students (except Prep) have access
to the tuckshop for lunch and recess (please refer to the Tuckshop section)
TUCKSHOP
The Primary School Canteen is open at morning tea and lunch each day for Primary students
from Years 1 to 6 to purchase snacks by using either their Student Card or cash. Primary
students, with the exception of Year 6, are not allowed to walk to the Secondary School to
access their canteen, therefore, it is important that all main meal items for recess and lunch
are only ordered online via My Student Account through the Parent Portal of the College.
Online orders can be done days, weeks and months in advance. The cut off time is 7.30am for
the daily online ordering of food.
Students are to collect their pre-ordered food from the Primary Canteen. Prep students are
unable to purchase snacks from the tuckshop as they are not allowed to leave the Prep area.
NUTS AND NUT BASED PRODUCTS
St Andrew’s Anglican College recognises the potential life-threatening danger to students with
anaphylactic allergies and therefore has written a policy with recommended guidelines for the
parents and staff to help minimize the risk for the students of contact to nuts and nut-based
products.
The identity of an anaphylactic student and specific information relating to that student must
be revealed to the College Principal. Therefore, it is the responsibility of parents/caregivers of
anaphylactic children to identify their children to the Principal.
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While the College cannot guarantee an allergen-free environment, the College will take every
reasonable step to ensure a safe environment for children with life-threatening allergies.
Unless specifically requested by parents, as a general rule the Primary School will:
➢ Notify the parents/caregivers of children in the same age cohort of an anaphylactic
child of the situation and advise according to the particular needs of the child.
➢ Request only safe “treats” and birthday cup cakes are made by parents/caregivers for
special occasions such as birthday celebrations.
➢ Require anaphylactic students to eat only food prepared at home.
➢ Discourage the sharing of food, utensils, and containers; children with allergies will
use their own pencils, scissors and glue.
➢ Encourage the anaphylactic child to take mealtime precautions such as washing hands
and avoiding contact with other students.
Parents are encouraged to provide nut free food sources for their children while at school and
on excursions. Owing to the age of the students, if there are any anaphylactic children in Prep,
this year level will be deemed as nut free.
MESSAGES
Should parents need to get a message to their child during the day, they are to ring the Primary
office by no later than 2.30pm. It is very difficult to get messages to the children after this
time as the afternoon can get quite busy with the end of the day routines. On sport
afternoons, many children are either located widely over the school campus or are at sport
venues away from the school, making it particularly hard to get the message to the child if the
telephone call is received after 12.30pm. It is though understandable that exceptional
circumstances may happen and later phone calls will occur.
OFFICE HOURS
Teachers commence school ground supervision duties at 8.10am. Students should not arrive
at school unnecessarily early as the playground is unsupervised. The Primary Office is
normally staffed between 8.00am and 3.30pm each school day. The Main Office at the front
of the school is staffed between 8.00am and 4.00pm each school day.
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ORGANISATION
The Primary School consists of classes from Prep – Year 6. The class sizes are kept to around
the following numbers:
Prep 26
Years 1 – 3 27
Years 4 – 6 29
The College is organised such that every class has its class teacher who takes the students in
the core subject areas and who is responsible pastorally for the students in his or her class.
All classes have dedicated educational support officers to assist the students in their academic
studies. This strengthens the teaching and learning process and provides for the students a
very solid foundation in Literacy and Numeracy which will be of great benefit to their ongoing
education. The students will be involved in lessons in Art, Music, Chinese, Library, Physical
Education and Christian Education, which are taken by the specialist teachers.
The staff work hard to help the students quickly feel part of the College community.
OUR GOALS
The Primary School encourages our students to:
• be motivated to achieve to their personal best
• complete tasks to the best of their ability
• develop a positive attitude towards their learning
• be confident, self-assured and assertive
• be critical thinkers
• become skilled in the use of information technology
• participate fully in opportunities presented to them
• develop and define their personal spirituality within an Anglican framework
By the end of Year 12 we ensure that all of our students have had the opportunities to develop
certain qualities. As a Prep – Year 12 school, this commences in the Primary Years. As a College,
we aspire the students to develop and:
• Be creative • Be resilient • Be humble • Show respect • Be Collaborative • Be Self-Motivated • Be Enquiring • Be confident • Be Self-aware • Be able to reflect • Have a Heart for
Service • Have a Desire
to Learn • Be an Effective
Communicator • Demonstrate
Compassion and Empathy
• Be able to Lead Self and Others
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• Be happy and Optimistic
• Be Independent
OUTSIDE SCHOOL HOURS CARE
The Outside School Hours Care operates from Monday to Friday, before and after school, and
also Vacation care during the school holidays. Detailed information, including enrolment
forms and fee schedules are available from Little Saints. Any queries should be directed to
Little Saints 5471 3133.
OUTDOOR EDUCATION
Students from Prep through to Year 6 are given every opportunity to develop as a whole
person by engaging in our Outdoor Education Program. Students from Prep through to Year 6
are given every opportunity to develop as a whole person by engaging in our Outdoor
Education Program. From an early age, our students learn the basics of good communication,
bush craft and teamwork. A varied and sequential outdoor education and personal
development program is implemented throughout the Primary School. Students are
encouraged to step outside their comfort zones from time to time, but will be nurtured in such
a way that allows them to grow, develop and construct meaning at their own personal level.
The Outdoor Educational Camp is a required component of each child’s curriculum at St
Andrew’s.
The Camping program includes:
Year Level Venue Time Duration
Prep Australia Zoo Day only
Year 1 Maranatha Day only
Year 2 Mudjimba Day only
Year 3 Mudjimba One night
Year 4 Kiah Park Two nights
Year 5 Mon Repos, Bundaberg Two nights
Year 6 Canberra Four nights
PASTORAL CARE
As St Andrew’s, the welfare of the students is of immense importance. We believe that
children learn best in the supportive and nurturing environment of a Christian Community. It
is our aim to assist each student to grow in self confidence, to engage in the learning process,
to feel supported in their endeavours and to be secure within the school community.
The students of the Primary School are organised into Year groups and within those year
groups, into classes. The class is the primary unit for instruction and for pastoral care. Each
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teacher is allocated a class for whom he or she is the pastoral advisor. The class teacher is the
first point of contact for parents in any matter concerning their child’s education or well-being.
We expect the students to learn to respect other students and their property. The College
has a policy for dealing with incidents of teasing, bullying and stealing. Every day, each teacher
and student should expect to look forward to a pleasant, productive day. No one is expected
to suffer insults or other inappropriate behaviour in silence. We want parents and students
to feel confident to speak to us about their concerns for we are in the best position to deal
with such matters. Should your child experience teasing or other unpleasantness in the
playground, in the classroom, or in any other aspect of school life, please communicate this
information to us. We will investigate it and take appropriate action.
The Deputy Head of Primary oversees and coordinates the pastoral care policies within the
Primary School. The class teachers are responsible for the pastoral needs of their students
with the Deputy Head of Primary being available to help class teachers, parent and students.
To ensure the pastoral care of our students we will:-
• Support the development of each student’s skills, attitudes and values regarding
personal and social issues of concern by:
- Addressing youth issues of concern including stereotyping, self image, respect
and esteem, relationships and gender related issues.
- Assisting students in their development of appropriate life skills and strategies
which will assist them deal with social issues of concern. These skills include
conflict management skills, negotiation skills and effective communication skills.
- Using the Peer Mediation program to assist in the resolution of various social
issues in the playground.
• Maintain and build on procedures that provide support for students who have
specific personal needs by:
- Further developing the House and Buddy systems
- Implementing the SEASONS grief and counselling program where appropriate
- Further developing, maintaining and adhering to the Code of Conduct/Anti-
Bullying Policy and by challenging anti-social behaviours within our school
community.
- Accessing the Deputy Head of Primary when appropriate
• Celebrate the achievement of students by:
- Rewarding positive playground behaviour
- Acknowledging student’s classroom achievement by establishing reward
systems within each class
- Highlighting student’s efforts and achievements through weekly awards at
assembly.
- Acknowledging students’ school and other achievements at assemblies and/or
in the newsletters
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POLICY FOR THE USE OF STUDENT EMAIL
St Andrew’s Anglican College offers students access to email accounts. This access enables
students to obtain information and exchange messages to enhance their learning. As such,
the use of email for research and communication provides a very valuable tool to assist
learning.
St Andrew’s Anglican College is committed to educating students about safe and appropriate
use of email. Access to email is viewed as a privilege. Use of the email system is required to
align with the College’s Student Agreement Policy which will be used for any necessary
disciplinary purposes.
There are clear expectations when using email. Following these expectations is the student’s
responsibility.
Student Responsibility
You will:
• keep your password and user-id account details confidential.
• use language which is considerate and polite.
• refrain from using email in a way that intimidates or harasses other students.
• delete any old and/or unwanted messages promptly (except for abusive or insulting
messages – see below regarding informing your Head of School)
• identify yourself by your name when communicating through the school email system
with a student or teacher
• only send messages relating to schoolwork or school events when using email during
the school day
• immediately report to your teacher or Head of School any inappropriate, insulting,
offensive, threatening or intimidating emails you receive from other students/persons
You will not:
• give your account details, user-id or password to anyone. including your friends
• log onto the network using someone else’s account or password
• send information that other users are likely to find offensive
• use obscene, rude, inflammatory, threatening or disrespectful language towards or
about another person
• reveal personal information about yourself or any other person; such information
includes addresses and telephone numbers
• send “bulk” emails or “chain” emails
• send personal emails during school hours
• print emails unless directed to do so by your teacher or given permission by your
teacher to do so for a school-related purpose
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• send emails to other students
ACCEPTABLE USE OF COLLEGE EMAIL
It is the policy of St Andrew’s Anglican College that student email will be used in a responsible,
legal and ethical manner. Failure to do so will result in appropriate consequences. The College
reserves the right to review any material associated with a student’s or staff member’s user
account and to scan contents of emails coming into or out of the school for inappropriate
content.
There are a number of consequences should a student use email inappropriately.
1st Offence: Access lost or restricted for one week. Parents are contacted by the class
teacher/Deputy Head.
2nd Offence: Access lost or restricted for the term. Parents are contacted by the Head of
Primary.
3rd Offence: Access lost or restricted for the academic year. Parents are contacted by the
Head of Primary.
Depending on the nature of the offence, other sanctions may apply.
Student Communication With College Staff
In relation to matters pertaining to schoolwork and school events, students are permitted to
email work/homework, projects and relevant questions to their class teacher/s. Students are
not to send emails of any other nature or purpose to College staff.
PUNCTUALITY
At the commencement of each school day, each Primary Class has a ten minute form period
in the morning. This time is from 8.30 – 8.40am and is designed to prepare the children for
the day so that lessons can start immediately at 8.40am. It is also a time to attend to
administrative details with the class. To assist the classroom teachers to prepare the children
for the day, we ask that all children are at school and seated in the classroom at 8.30am. It is
very disruptive for the teacher and students of the class if a child arrives late in the morning.
In addition to this, it is preferable that the parents have left the classroom by 8.30am so that
the learning can begin (unless being a classroom helper for the morning). The class teachers
appreciate your support with these procedures.
SCHOOL TIMES
Students are encouraged to arrive at school from 8.10 am. Students are not to play on the
equipment in the Primary playground until a teacher comes on duty at 8.10 am. Students may
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use the equipment before this time if they are supervised by their parents. At 8.25 am,
students are to go to their classes and unpack ready for the day. Unless supervised by the
classroom teacher, no students are to be in classrooms before this time.
Morning break for the Primary School commences at 10.40 am with a ten minute eating time
in year level areas. The play session commences at 10.50 am and concludes at 11.00 am. Lunch
break commences at 1.00 pm with a ten minute supervised eating time in year level areas.
The play session commences at 1.10 pm and concludes at 1.40 pm.
Primary classes are dismissed at 3.00 pm; however, in the first four weeks of the year, the
Prep students are dismissed at 1.45 pm. Parents can collect the children in Years One – Six
from either the classroom or the pick up collection points on the roadway next to the main
administration car park or at the bus shelter at the top car park. Students who are not
collected by 3.30 pm will be sent to the main administration building, where the parents will
be contacted.
A record is kept of any student who arrives late for school, indicating date and length of time
late. These records are then used for reporting on punctuality. Cases of frequent lateness are
reported to the Head of Primary.
SKATEBOARDS, SCOOTERS, ROLLERBLADES
It is not permitted for students to ride these or other such items on the College campus for
safety reasons. If brought to school, they are to be stored safely for the duration of the school
day in the office.
STATIONERY
All students in Prep to Year 6 will be supplied with a booklist prior to the new academic year.
(or when they commence enrolment in the Primary School). The students are not required to
purchase text books as these are supplied by the College.
STUDENT AGREEMENT
The “Student Agreement” reflects the values of the College Community Agreement and
provides further explanatory documentation of the operation of this agreement. These details
outline expectations and desired behaviours to be adhered to by students. All students and
parents are required to sign the diary at the beginning of the year as an acknowledgment of
their understanding of the expectations to which they have agreed. The expectations and
examples set out in the following table are reasonable guidelines for all students to follow:
The expectations and examples set out in the following table are reasonable guidelines for all
students to follow:
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College
Community
Agreement
Standards
Expectation
Examples of demonstrating desired behaviours
Standards
1, 2, 3, 4, 6, 9
& 10
I will display politeness,
tolerance and respect
towards others at all
times.
I will demonstrate:
• Use of good manners
• Courtesy when speaking
• Treatment of others as I would want to be treated
myself
• Respect for the personal space of others
• Adherence to the College “hands off” policy
• Acceptance and acknowledgement of the uniqueness
of others
• Appreciation of the rights of others
• Friendliness and helpfulness towards all
• Co-operation with staff and fellow students
• Respect for self, others, property and environment
• Inclusivity
• Respect for the right of teachers to teach and of
students to learn.
Standards
1 to 10
I will display personal
responsibility as a College
student
I will demonstrate:
• Punctuality for all classes and activities
• Adherence to student timetable and particular College
activities
• Respect for the rights of others to learn
• A willingness to complete all academic expectations to
the best of my ability
• Pride when representing the College
Standards
7 & 8
I will display respect for
the uniform expectations
of the College.
I will demonstrate:
• Wearing the correct uniform to the standards and
expectations specified in the diary (year level specific)
Standard 10
I will display responsible
care for the College
environment
I will demonstrate:
• Tidiness and cleanliness in the College environment
• Helpfulness in keeping the natural environment of our
College attractive and healthy
• Appropriate care when using other people’s property
with their permission
• Appropriate care when using allocated College
property
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College
Community
Agreement
Standards
Expectation
Examples of demonstrating desired behaviours
Standards
2, 3, 4, 5, 9
& 10
I will display safe
behaviour at all times
I will demonstrate:
• Safety by staying within specified areas of College
campus
• Using school buildings under supervision of teacher
• Care and safety of self and others while at the College
• Safe and appropriate use of equipment at the College
• Appropriate use of legal substances. The College has a
zero tolerance policy regarding illegal substances
I, as student or parent, am willing to abide by the College Community Agreement and its
implementation at St Andrew’s.
Date:
Student signature:
Date:
Parent signature:
STUDENT DIARY
At the beginning of the school year, every child in Years 1 – 6 is issued with a School Diary
which is intended to fulfill the following functions:
• A handbook for parents – this information is to be found in the front pages
• A means of communication. Both staff and parents are encouraged to use the
“teacher/parent comments” section to write notes concerning the child’s progress.
• The place in which homework is written.
As this is an important item of their personal property, the following guidelines must be
followed:
• Read through the diary for information about the College and its expectations. Staff
can provide further details if you do not understand any of these expectations.
• The diary is a formal school document. As such, it is to be kept free of graffiti and other
unnecessary decoration. It is not to be defaced in any way.
• The diary is to be used to organise homework, assessment details, and to assist with
study schedules. Information is to be entered neatly and legibly.
• Personal details are not the purpose of this book (the official St Andrew’s student
diary). If students wish to keep a personal diary, they must use a separate book.
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• The diary has space for parents and teachers to communicate with each other. These
spaces are to be kept free of other entries.
• The diary is to be taken home to parents each day so that messages are received by
parents and teachers.
• The diary will be checked regularly by the class teacher. Parents should sign it at the
end of each week to indicate that they have seen notes and homework entries.
• The diary must be taken to all classes.
• Taking sufficient care of the cover, binding and pages will protect the diary, prolong
its life and prevent the need to buy a replacement.
• If the diary is misplaced or lost, students are to let their teacher know at once in order
to receive a temporary replacement. If the original is not found, a replacement must
be purchased from the College.
STUDENT EXPECTATIONS – COLLEGE COMMUNITY
AGREEMENT
St Andrew’s Anglican College operates upon Christian values and it is expected that all
members of the College community behave in a manner that reflects these values. The College
expectations which are outlined below apply at all times.
As a student of St Andrew’s Anglican College s/he agrees to:
1. Respect the right of teachers to teach and students to learn
2. Display politeness, tolerance and respect towards others at all times. It is expected
that I will demonstrate courtesy to all members of staff and visiting adults within the
College grounds and local community.
3. Acknowledge and support the role of the duly appointed student leaders.
4. Behave appropriately whilst at school and when travelling to and from the College.
5. Refrain from the use of or involvement with tobacco, alcohol and any illegal
substance. The College enforces a zero tolerance policy regarding illegal substances.
6. Participate in sport, excursions, camp and other curriculum related activities unless
exempt by a medical certificate.
7. Represent the College with pride.
8. Adhere to the College dress code.
9. Remain within College boundaries during the school day unless given permission to
depart by a staff member.
10. Demonstrate responsible care for the College environment and the property of
others.
The Principal or nominated delegate may exclude students at his/her discretion who seriously
breach College rules or behave in a prejudicial manner. This exclusion may be permanent or
temporary.
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STUDENT HEALTH
Medical Information
All St Andrew’s Anglican College parents are responsible for providing the school with
accurate, up to date information about their child’s medical needs. Medical Information forms
are issued and are to be completed by parents and returned to the school office as soon as
possible. If any of the information given changes throughout the year parents must notify the
school.
It is essential that the school holds current information at all times. Separate medical forms
accompany each excursion consent form and must be completed and returned for each
excursion.
Student Medication
ALL medications, including paracetamol, antihistamines and antibiotics are to be handed in at
the College’s Sick Bay (First Aid Room) upon arrival at school. Medications must be in original
pharmacy packaging with a pharmacy label stating student name, dosage and time of day
to be administered. Medications such as Dexamphetamine, Ritalin and Panadeine must be
brought directly to the College by an adult, NOT by students. Please do not break up
medications. Students going on camps must bring any medications to the designated staff
member prior to departure. If a student contracts a contagious condition such as chickenpox,
measles, school sores or head lice, parents are to contact the College immediately after
diagnosis.
Infectious Diseases
These guidelines have been drawn up on the premise that children who have been ill with an
infectious disease will not return to school until they have fully recovered.
Recommended Minimum Exclusion Periods for infectious conditions for school, pre-school
and child care centres
National Health and Medical Research Council
CONDITION EXCLUSION OF CASE EXCLUSION OF CONTACTS
Amoebiasis
(Entamoeba
histolytica)
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Campylobacter Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Candidiasis See ‘Thrush’
Chickenpox
(Varicella)
Exclude until all blisters have dried. This is usually
at least 5 days after the rash first appeared in
Any child with an immune
deficiency (for example,
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unimmunized children and less in immunized
children.
leukaemia) or receiving
chemotherapy should be
excluded for their own
protection. Otherwise, not
excluded.
CMV
(Cytomegalovirus
infection)
Exclusion is NOT necessary Not Excluded
Conjunctivitis
Excludes until the discharge from the eyes has
stopped unless doctor has diagnosed a non-
infectious conjunctivitis.
Not Excluded
Cryptosporidium
infection
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Diarrhoea (No
organism
identified)
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Diptheria
Exclude until medical certificate of recovery is
received following at least 2 negative throat swabs,
the first swabs, the first swab not less than 24 hours
after finishing a course of antibiotics followed by
another swab 48 hours later.
Exclude contacts that live
in the same house until
cleared to return by an
appropriate health
authority.
German Measles See “Rubella”
Giardiasis Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Glandular fever
(Mononucleosis,
EBV infection)
Exclusion is NOT necessary Not Excluded
Hand, foot and
mouth disease Exclude until all blisters have dried Not Excluded
Haemophilus
influenza type b
(Hib)
Exclude until the person has received appropriate
antibiotics treatment for at least 4 days Not Excluded
Head lice
(Pediculosis)
Exclusion is NOT necessary if effective treatment is
commenced prior to the next day at childcare (ie
the child doesn’t need to be sent home
immediately if head lice are detected).
Not Excluded
Hepatitis A
Exclude until a medical certificate of the recover is
received but not before seven days after the onset
of jaundice.
Not Excluded
Hepatitis B Exclusion is NOT necessary Not Excluded
Hepatitis C Exclusion is NOT necessary Not Excluded
Herpes simplex
(cold sores, fever
blisters)
Exclusion is not necessary if the person is
developmentally capable of maintaining hygiene
practices to minimize the risk of transmission. If
Not Excluded
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the person is unable to comply with these practices
they should be excluded until the sores are dry.
Sores should be covered by a dressing where
possible.
Human
Immunodefi
ciency Virus
(HIV/AIDS)
Exclusion is NOT necessary. If the person is severely
immunocompromised, they will be vulnerable to
other people’s illnesses.
Not Excluded
Hydatid disease Exclusion is NOT necessary Not Excluded
Impetigo (school
sores)
Exclude until appropriate antibiotic treatment has
commenced. Any sores on exposed skin should be
covered with a watertight dressing.
Not Excluded
Influenza and
influenzalike
illnesses
Exclude until well Not Excluded
Legionnaires’
disease Exclusion is NOT necessary Not Excluded
Leprosy Exclude until approval to return has been given by
an appropriate healthauthority Not Excluded
Measles Exclude for 4 days after the onset of the rash
Immunised and immune
contacts are not excluded.
Non-immunised contacts
of a case are to be
excluded from child care
until 14 days after the first
day of appearance of rash
in the last case unless
inmmunised within 72
hours of first day of
appearance of rash in the
first case.
Meningitis
(bacterial)
Exclude until well and has received appropriate
antibiotics Not Excluded
Meningitis (viral) Exclude until well Not Excluded
Meningococcal
infection
Exclude until appropriate antibiotic treatment has
been completed Not Excluded
Molluscum
contagiosum Exclusion is NOT necessary Not Excluded
Mumps Exclude for nine days after onset of swelling Not Excluded
Norovirus Exclude until there has not been a loose bowel
motion or vomiting for 48 hours Not Excluded
Parvovirus
infection (fifth
disease,
Exclusion is NOT necessary Not Excluded
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erythema
infectiosum,
slapped cheek
syndrome)
Pertussis See ‘Whooping Cough’ Not Excluded
Respiratory
Syncytial virus Exclusion is NOT necessary Not Excluded
Ringworm/tinea Exclude until the day after appropriate antifungal
treatment has commenced Not Excluded
Roseola Exclusion is NOT necessary Not Excluded
Ross River virus Exclusion is NOT necessary Not Excluded
Rotavirus
infection
Children are to be excluded from the centre until
there has not been a loose bowel motion or
vomiting for 24 hours
Not Excluded
Rubella (German
measles)
Exclude until fully recovered or for at least four
days after the onset of the rash Not Excluded
Salmonella
infection
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Scabies Exclude until the day after appropriate treatment
has commenced Not Excluded
Scarlet fever See ‘Streptococcal sore throat’ Not Excluded
School sores See ‘Impetigo’ Not Excluded
Shigella infection Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Streptococcal
sore throat
(including scarlet
fever)
Exclude until the person has received antibiotic
treatment for at least 24 hours and feels well Not Excluded
Thrush
(candidiasis) Exclusion is NOT necessary Not Excluded
Toxoplasmosis Exclusion is NOT necessary Not Excluded
Tuberculosis (TB) Exclude until medical certificate is produced from
an appropriate health authority Not Excluded
Typhoid,
Paratyphoid
Exclude until medical certificate is produced from
appropriate health authority
Not Excluded unless
considered necessary by
public health authorities.
Varicella See ‘Chickenpox’ Not Excluded
Viral
gastroenteritis
(viral diarrhoea)
Children are to be excluded from the centre until
there has not been a loose bowel motion or
vomiting for 24 hours
Not Excluded
Warts Exclusion is NOT necessary Not Excluded
Whooping cough
(pertussis)
Exclude until five days after starting appropriate
antibiotic treatment or for 21 days from the onset
of coughing
Contacts that live in the
same house as the case
and have received less
44
than three doses of
pertussis vaccine are to be
excluded from the centre
until they have had 5 days
of an appropriate course
of antibiotic. If antibiotics
have not been take, these
contacts must be excluded
for 21 days after their last
exposure to the case while
the person was infectious.
Worms Exclusion not necessary if treatment has occurred Not Excluded
STUDENT LEADERSHIP
Leadership can be directly linked to Service Learning. Service Learning is a key component of
our College’s strategic intent where we provide opportunities for students to serve and learn
to develop an understanding of the responsibilities that come with being part of a local and
global community. By doing so, we aim to raise the students’ awareness of the needs of others
and develop their attitude of empathy and compassion to others. It is about serving others
before themselves! In fact, it is wonderful to see many of our current Year 6 students involved
in helping others, including assisting staff, simply because they want to make a difference.
Strong leadership can be demonstrated through selfless actions and without the need of a
title or the wearing of a badge. Consequently, we need to foster a leadership culture within
all Year 6 students and provide them with both the support and opportunities to experience
and develop their leadership skills and potential. In this way, students will hopefully recognise
that leadership is an ongoing learning process and one which is developed through attitude,
education and experience. The rationale for this type of leadership includes:
1. Every student in Year 6 has the shared responsibility to lead the Primary student
population 2. Every student in Year 6 has the right to develop his or her own leadership qualities 3. Leadership is based on service to others.
For these reasons, the Primary School Student Leadership model will be modified from next
year to align with this philosophy. Opportunities for leadership will be available to all Year 6
students who are interested in exploring their leadership potential. A distributed leadership
model will be introduced in which all interested students in Year 6 will experience a position
of responsibility. This approach will provide authentic opportunities and training for the
students to develop their leadership skills.
We will offer many Service roles for interested students where staff require assistance, such
as Music, Sport, Learning Hub, Carnivals, Art, Open Day, Student Media and Lost Property to
name just a few. These leadership groups and committees will be formed and students can
self-nominate in one of the areas where they believe they can contribute and support. The
45
teacher in charge of that area will work with the students to help them develop their
leadership skills, to support fellow students and to benefit the wider school community. We
believe such roles will enable the students to gain valuable leadership experience by growing
in confidence, building teamwork, working collaboratively, solving problems, making decisions
and thus becoming responsible citizens and positive role models. Therefore, from next year,
we will actively promote the need for all interested students to demonstrate leadership by
example and through service.
In the context of servant leadership, the following quote succinctly sums up the importance
of the new Primary School leadership model in 2018:
“Student leadership is arguably the most beneficial extracurricular activity a person can perform while in school. Though there are no grades and zero credits to earn, the experience gained from a leadership role will be valuable for a lifetime. A school leader is thrown into a learning environment that encourages hands-on experience. Planning, decision making, communicating, and working as a teammate are all skills that you will build as a student leader. Trust me, you don’t build these portable leadership skills when studying for an exam or sitting in a lecture”. (Anonymous)
SUN SAFETY
St Andrew’s Primary School is a credited Sun Smart School through the Queensland Cancer
Council. Therefore, all students are required to wear school hats throughout the year. Parents
are asked to assist their children to apply sunscreen before school. Sunscreen is also available
for students to reapply during the day in classrooms. We require that parents will support the
school’s commitment to the SunSmart policy and act as positive role models by practising
SunSmart behaviours.
TECHNOLOGY
The use of technology is widely integrated within the College. All classes in Primary have
interactive LCD screens. The students in Prep to Year 4 also use iPads as an important learning
tool within the classroom. Internet access is available to all students for research purposes.
The Year 5 and 6 students are involved in a one-to-one laptop program. Software programs
are selected to enhance the learning in the Key Learning Areas, but in particular in Literacy,
Numeracy, Humanities & Social Sciences.
UNIFORM GUIDE
The College’s student uniform has been designed to be visually impressive yet comfortable.
Students are encouraged to learn the importance of good personal presentation, as well as
the need to represent their College well when wearing the uniform. In designing the uniform,
the stages of a child’s development have been considered, as well as relevant seasonal and
environmental features. Staff will be consistent in encouraging children to wear the uniform
correctly, and parents’ help is valued in maintaining high standards. A detailed list of essential
46
and optional items for each age group, individual prices and pack prices are available from the
Uniform Shop.
While in public, students must wear their full and proper uniform, including before and after
school.
NOTE – in matters pertaining to the College’s image, including the appearance of students and
staff, the Principal retains the right to use his/her discretion in making requests of students,
parents or staff.
Prep – Year 2
Sports uniform only. Girls may choose shorts or skirt. Shoes – although the College prefers
predominantly white sport shoes, students are able to wear a shoe (Velcro, not laces) that
best fits their foot, of any colour ( except black); however, students are not to wear skate, surf
style or high-top sport shoes. The pullover may be worn with the sports uniform.
Years 3 – 5
Girls wear either the diamond or stripe skirt with white shirt and tie for day wear. Boys’ wear
white day shirt and navy shorts. Shoes as per section below.
Years 6
• Year 6 girls wear diamond (mid-calf) or stripe ( knee length) style skirt
• Girls formal uniform is as above including College blazer.
• Boys may choose day shirt and shorts on non-formal days.
• Boys’ formal uniform is College blazer, long sleeved formal shirt and tie with long
pants.
• Boys may only wear the blazer with long pants
General
All items of uniform, except shoes, must be purchased through the College Uniform Shop
• Families are advised of formal occasions in advance, and for these, students must
wear the required Formal Uniform. These occasions include Formal Assemblies,
Chapel Services, Open Days, occasions when students are representing the College
(excursions), and at other times as advised.
• The Formal Uniform must be worn to every Chapel Service (once weekly) school day
in Term 2 and Term 3.
• Badges will be given to students for specific leadership positions. No other badges
(except by permission) are allowed as part of the uniform.
• Travel to and from the College is to be in the nominated day or formal wear as
indicated to students. Days of alternative dress requirements will be announced to
students in advance.
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• Primary students can wear their Sports Uniform on the days scheduled for their HPE
and sport lessons.
• A hat is to be worn to and from the College and when outside in the sun and when
involved in an off-campus activity as directed. Primary students in Prep to Year 2 must
wear the Bucket Hat and Years 3 – 6 the Aussie Mate or Bucket Hat.
• Girls have the choice of College socks or specified navy blue tights purchased through
the Uniform Shop.
• The required length of the diamond girls’ skirt is mid-calf and the stripe girls’ skirt is
to the knee. Optional variations to the skirt length can be ordered as needed to
accommodate varying heights and sizes, but students may not wear skirts which have
been altered to produce a different finished length.
• College bags must be used by all students at school and for excursions. The College
‘soft bag’ is to be used for Sport/Drama.
• College swimming togs, rash shirt and cap must be worn as a compulsory requirement
in the Primary School.
• Joggers for sport; although the College prefers predominantly white sport shoes,
students are able to wear a shoe that best fits their foot, of any colour (not black);
however, students are not to wear skate, surf style or high-top sport shoes.
• School shoes must be polishable, black leather lace-ups (traditional style; NOT
runners, ballet, skate or surf style) with a heel higher than 0.5cm. T-bar or Mary Jane
style are permitted for girls but they must be black leather and have a small heel
higher than 0.5cm. Shoes should be kept clean and polished.
• Only the St Andrew’s uniform socks may be worn as specified in the detailed list of
uniform items.
• No mixing of sports and day/formal items is allowed.
• If a student has difficulty in fulfilling specific uniform requirements at any time, a note
of explanation from their parent is needed.
ALL UNIFORM AND OTHER ITEMS SHOULD BE CLEARLY NAMED. Named lost property will be
returned where possible.
HAIR, NAILS AND MAKE-UP
Student’s hair should look neat, clean and well-cared for at all times. It is expected that
students will have their hair cut as required by a trained hairstylist.
The following Hairstyle Guidelines will assist you in understanding the College expectations:
• Hairstyles for boys and girls will be required to meet with the normal expectations of
an Anglican School.
• Hair needs to be worn in a style and manner that does not draw any additional
attention to the student.
• Hair styles may be fashionable, however not unconventional or extreme in nature.
• Hair should display only natural colours including streaks/tints.
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• For health and safety reasons fringes for boys and girls needs to be clear of the eyes
at all times.
• Boys’ hair will need to be off the collar, no shorter than a blade-3 cut, and of a length
that does not need to be tied back for subjects such as Sport, HPE, Food and Design
Technology
• Girls’ hair is to be tied back if longer than the collar; dreadlocks are not allowed. Hair
is to be fully tied back with a College scrunchie/ribbon of navy, red, white or sand.
Elastic hair bands and bobby pins are to be the same colour as the student’s hair.
Butterfly clips and other decorations are not allowed.
• If a student or parent has concerns about the acceptability of a proposed hairstyle
or colour, they are advised to discuss it with the relevant Head of sub-school. The
Principal will make a final decision, in accordance with College expectations outlined
in the College Diary, when deciding whether a style is acceptable for a student at the
College.
• Sunscreen, lip balm and other facial applications must be clear; no tints, colour or
other decoration is permitted.
Please Note: Make-up and nail polish are not allowed.
Jewellery
• Watches should be engraved with student’s name.
• Girls may wear one pair of earrings (gold or silver studs or sleepers) in the lower lobe.
Boys are not allowed to wear earrings at school (including clear plastics or other less
visible styles).
• No necklaces, rings, bracelets (unless on medical advice, notified to the College) or
other forms or jewellery are allowed with the exception of a religious cross worn at
sufficient length that it cannot be seen.
Free Dress Days
• On average, these may be held once a term for students’ enjoyment and for raising
funds for specified charities.
• Good casual clothes should be worn with regard to safety and school appropriateness.
• No bare midriffs, shoulder-strap tops or ‘skimpy’ items are allowed.
• Clothes should allow full movement in HPE classes.
• Shoes must be sturdy and predominantly covered in – no thongs, slip-ons, sandals or
other flimsy footwear are allowed.
UNIFORM SHOP HOURS
The uniform shop is located in the Undercover Area in B Block. The uniform shop Convenor
can be contacted on 5471 5519. The Opening Hours of the uniform Shop are:
Monday and Wednesday 8.00am – 3.30pm
Wednesday 8.00am – 3.30pm
Friday 8.00am – 1.30pm
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VOLUNTEER HELPERS
St Andrew’s Anglican College welcomes the involvement of volunteers including parents,
grandparents and special friends.
The class teachers of the Primary School always appreciate assistance in the classroom. They
recognise the value in parents sharing their expertise with the students and welcome the
involvement of parental help in the Primary classroom.
The College supports volunteer parent representatives for each Primary class. This role is an
important part for families of the College community in organising social events, welcoming
new families and coordinating the annual Fair stall.
While parents are particularly welcome to attend assemblies, presentations, sporting events,
worship and other College activities, there are many other opportunities for volunteers to
contribute to our College community. Where appropriate, this can include help within the
classroom, managing sporting teams, planning College activities or in other special roles.
There are many facets and areas of the school where volunteers are able to offer their
services. Dependent upon need, age appropriateness and College policies/practice, these
include:
• In the classroom
• A variety of Sporting and Cultural carnivals e.g. Athletics Carnival, Musicals
• During Co-curricular activities
• Various committees
WALKER LEARNING APPROACH
The Primary School at St Andrew’s Anglican College is committed and passionate about the
implementation of the Walker Learning Approach, which is an Australian designed teaching
and learning pedagogy that authentically personalises learning and is developmentally and
culturally appropriate. The Walker Learning Approach is based upon years of research about
child development theory and brain research and places the child at the centre of their
learning. It is an approach which supports the need for children to be active participants in
their learning, which sits alongside formal instruction. There is still explicit teaching of not
only literacy and numeracy skills and knowledge, but also the range of vital social, emotional
and life skills. This pedagogy is embedded from Prep to Year Six.
If you are interested in further information about Walker Learning, please visit www.earlylife.com.au
