2020 Secondary Parent Handbook - Carey Baptist College
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2020 Secondary
Parent Handbook
Parent Handbook | 1
Contents
1. Welcome to Carey
1.1 Welcome from the Principal 3
1.2 Our Motto, Vision, Mission and Values 4
1.3 Professor William Carey 5
1.4 Carey Baptist Church 6
1.5 Baptists 6
1.6 College Governance Council 7
2. Contact Information
2.1 General Information 8
2.2 What to do when... 8
2.3 Contact Information and Term Dates 9
2.4 Carey Baptist College Map | Harrisdale Campus 10
2.5 Secondary Academic Staff 11
2.6 Administration and Support Staff 13
3. Learning at Carey
3.1 The Curriculum 14
3.2 Extension and Streaming 18
3.3 Assessment Policy 19
3.4 Exams 20
3.5 Homework Policy and Guidelines 21
4. Pastoral Care at Carey
4.1 Pastoral Care and the Discipline System 23
4.2 Steps, Levels and Consequences 26
5. College Policies and Guidelines
5.1 Attendance 27
5.2 Behaviour Mangement Procedures Flowchart 29
5.3 Complaints Resolution Policy 30
5.4 Physical Education Procedures 33
5.5 Strangers/Outsiders on Campus or at College Events 35
5.6 Student Code of Conduct–Secondary 36
5.7 Uniform Policy 37
6. Appendix
6.1 Useful information for Parents 40
6.2 Chromebook and BYOD Information 2020 41
6.3 Student Concern Flowchart 42
6.4 Protective Behaviours and Reporting 43
1.
Welcome
1.1 Welcome from the Principal
Carey Baptist College is developing a strong strong sense of responsibility to their community,
reputation for outstanding academic achievement, reflects the best traditions of an independent
positive pastoral care and a rich diversity of Baptist education. In encouraging our students to
co-curricular activities, including service learning. develop their potential, we place a major emphasis
Our reputation reflects a commitment to provide on supportive teaching and learning environments,
the best all-round education for our students by both within and beyond the classroom.
challenging them in their intellectual, emotional,
I warmly encourage parents of potential students
physical, social and spiritual development.
to visit the College, and meet with myself and our
At Carey Baptist College, learning takes place leadership teams. I invite you to experience a tour
within a Christian faith–based values system that of our facilities whilst students are at work, and
encourages students to become independent, have a conversation about how a Carey education
creative and flexible learners. This, together with a could add value to your son or daughter’s life.
A Carey education offers:
A tradition of developing exceptional young men and women of character and capacity;
Outstanding graduation pathways with a wide selection of both ATAR and Vocational qualifications;
Highly respected Music, Arts and co-curricular programs;
A safe, rigorous and an engaging learning community.
Brenden Gifford
Mr Brenden Gifford
PRINCIPAL - SECONDARY SCHOOL Parent Handbook | 3
1.2 Our Motto, Vision, Mission and Values Our Motto Attempt the extraordinary. Our Vision: To set a standard of educational excellence in Australia as an institution whose ethos and practice is based upon Christian precepts. The Mission: To equip young people to be of Godly character and influence. We do this by challenging and encouraging them to seek personal excellence as lifelong learners in their spiritual, intellectual, emotional, physical and social development. Our Values Our values provide the framework for all that we do at Carey, including teaching and learning. Kindness A concern for others, which compels us to act for their good. Courage The willingness to act well in the face of uncertainty and fear. Respect Sensing and honouring the God-given worth in another. Humility Embracing a clear perspective for one’s place with God and others and seeking to benefit others above ourselves. Integrity Being honest and consistently living out our moral principles. 4 | Parent Handbook
“Expect great where he emerged as a dedicated student of
the local culture and language. As a professor of
language, he helped to establish adult literacy
things from colleges and developed a deep respect and
empathy for those bound by the Caste system.
Through these colleges, Carey educated the
God, attempt Bengali people to consider their social democratic
rights and ultimately, he was influential in having
widow burning and infanticide made illegal.
great things The abiding passion that underpinned his desire
to educate people was the firm belief that God so
for God.”
loved the world that he sent his only Son so that
through Christ the world might be saved. Carey
knew Christ as the liberator of souls. This led him
to translate the Bible into several languages so that
those around could know and choose to follow
1.3 Professor William for themselves. He believed that being informed
enabled people to make empowered life choices.
Carey (1761 – 1834) By the time of his death, Carey had influenced the
social structure of India and left a legacy of colleges
Professor William Carey is known in India as and universities. He refocussed missionary work
Mahatma, ‘the one who is great of soul’. He is throughout the world to help people choose to
accredited with having begun social, medical, become liberated from oppression, disease and
agricultural and educational reform for the hunger through education. All of this came from
underprivileged within the Caste system of Bengal.
a man who simply believed his only talent was
Carey deeply believed his response to God’s love perseverance.
in Christ was to care for the minds, bodies, souls
and social conditions of those he lived and worked Before setting out for India, William Carey preached
amongst. a sermon titled ‘Expect great things from God,
attempt great things for God,’ and then went on to
Carey began as an English shoemaker, Baptist live out his faith and vision in God.
Pastor and missionary amongst the Bengali people,
5 Parent Handbook | 5
Carey Community
Baptist Church
1.4 Carey Baptist Church
In 1994, both Mount Pleasant Baptist Church and Carey Community is committed to supporting
Riverton Baptist Church initiated moves towards the College through the ongoing provision and
serving Canning Vale and the soon-to-develop sharing of resources with the College. As part of
surrounding communities. In May of that year, this commitment, the Church employs Chaplains
one of Mount Pleasant Baptist Church Pastoral who support the staff and pastoral care programs
Staff, Pastor Steve Izett, was commissioned to of each school. The Chaplains have extensive
develop plans and strategies for the new church, involvement in the life of the College in a wide
which were then subsequently adopted in May, variety of ways.
1995. These plans and strategies involved the
development of a Christian Community, which
included a College and other Community facilities.
1.5 Baptists
At Pentecost 1996, a small group of people from The Baptist church is the second largest Christian
both churches together with Pastor Steve Izett denomination in the world. Christians in the Baptist
commenced the Carey Community Baptist Church congregations hold to the same basic beliefs
(Carey Community).
as other mainstream Christian traditions, their
distinctive feature being they value the right and
In the tradition of William Carey, the Carey freedom of individual believers to discern God’s will
Community, with the support of Mount Pleasant for their life and uphold the autonomy of their local
Baptist Church, established Carey Baptist College congregations to be interdependent.
and embraced Professor Carey’s call to ‘Expect
Great Things from God, Attempt Great Things for There have been many well-known and influential
God’.
Christians who are/were members of Baptist
congregations including: Rev. Martin Luther King
Quality education for the whole person is Jnr., Rev. Billy Graham, President Jimmy Carter, Rev.
paramount to individuals making empowering life Tim Costello, Pastor Graham Mabury.
choices and so Carey Community has resourced
the College with a strong Council of professionals. Carey Community Baptist Church, though formally
The Council in turn appointed Principals and Staff associating with other Baptist Churches, strives
who share Carey’s passion for serving God through to work closely with all other Christian traditions.
education. This is reflected by the staff of the College who are
members of various Christian Churches of different
traditions.
6 | Parent Handbook2.
Contact
Information
2.1 General Information
Who do I contact first? How do I contact staff? Uniform Shop:
• General enquiries: Phone: (08) 9394 9111 Phone: (08) 9398 1444
Office Staff E: info@carey.wa.edu.au E: uniformshop@carey.wa.edu.au
• Class specific matters: F: (08) 9394 9112
Class Teacher
• Any concern:
Year Manager
2.2 What to do when...
You’re late to school: You need to leave school to go on an
Please go to Student Reception to sign in. DO NOT appointment:
GO STRAIGHT TO CLASS. On signing in on the Ask your parent to complete the absentee note in
iPad, students will receive a printout for that day the diary. Show your diary to your teacher in the
and this will then need to be shown to the teacher session you require to leave early and then proceed
on arrival at class. to Student Reception where you will be signed out
upon arrival of your parent.
You feel sick:
If it is during class time, please tell your teacher and You don’t have the correct uniform:
if they feel it is serious enough, they will send you If you have not got the full, correct uniform, please
to Student Reception. If it is at recess or lunch time, ensure that your parents write a note explaining the
go to Student Reception. reason for this. Please present yourself, along with
the note, to your Year Manager before 8:40am. You
You get injured at school:
will be presented with a uniform pass which will be
If it is before school, at recess or lunch time, go
valid for one day only. If you are not in the correct
straight to Student Reception. If it occurs in class,
uniform and have no valid excuse, you may be
please tell your teacher and they will send you
given a step.
to Student Reception with another student. At
Student Reception, they will assess the severity of You get sent out:
the injury and take appropriate action. Go straight to Student Reception and complete a
student reflection sheet on the iPad.
8 | Parent HandbookYou have a query about bus services: You are injured or sick and can’t do Physical
Visit our website carey.wa.edu.au and navigate Education:
to ‘Current Parent Essentials’. Contact the Bus If you cannot participate in physical activities, it
Administrator on 9394 9111 is vital that you bring a note from your parent.
You should present this note to your PE teacher
You want to change subjects:
when the class commences. You will still attend PE
Year 7-10 students may only change their electives
class, but will sit out of the activities or be given
in the first (4) four weeks of Term 1, subject to the
alternative activities to complete.
availability of places (see Dean of Curriculum - Mrs
Lacey). Year 11-12 students may change courses You haven’t been able to purchase something on
in the first (7) seven weeks of Term 1, subject the booklist:
to the availability of places (see the Assistant If you haven’t been able to buy an item on the
Principal Curriculum - Mr Stirling). If students wish booklist, please ask your parents to write a note
to change their course or elective, they need to explaining the reasons for this. This note will need
obtain a Request Form from the Curriculum Office to be given to the appropriate teacher in your first
in Building J and obtain all the required signatures. lesson. All items on the booklist are needed for
Students may only move classes once their classes so they will need to be purchased as soon
timetable has been updated in SEQTA. as possible.
2.3 Contact Information and Term Dates
Harrisdale Campus School Hours Uniform Shop
51 Wright Road Monday to Friday T (08) 9398 1444
Harrisdale WA 6112 8:35am to 3:25pm E: uniformshop@carey.wa.edu.au
PO Box 1409
Administration Opening Hours
Canning Vale WA 6970
8:15am to 4:15pm Tuesday and Thursday
T (08) 9394 9111 8:00am to 4:30pm
F (08) 9394 9112
E info@carey.wa.edu.au
2019 Term Dates
TERM 1 TERM 2 TERM 3 TERM 4
Tuesday 15 October 2019
Monday Monday Tuesday Yr 7-9
START DATE
4 February 2019 29 April 2019 23 July 2019 9 Weeks
Wednesday 11 December 2019
Thursday Tuesday 15 October 2019
Wednesday Thursday
FINISH DATE 26 September Yr 10-12
10 April 2019 4 July 2019
2019 As advised
WEEKS
10 weeks 10 weeks 10 weeks
P/ TERM
Uniform Shop Additional Days
The uniform shop will be open between 8.00am - Additional Professional Development Days for staff
4.30pm on Tuesdays and Thursdays during term.
will be advised via the College’s website Calendar
Any variations or additional opening times are and Newsletters.
published in the College newsletter or on the Carey
website.
Parent Handbook | 92019Map
2.4 Carey Baptist College Harrisdale Campus
| Harrisdale Campus Map
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EXIT ONLY2.5 Secondary Academic Staff
Secondary Leadership Team:
• Principal: Mr Brenden Gifford
• Assistant Principal Pastoral Care: Dr Carolyn Montgomery
• Assistant Principal Curriculum: Mr Rob Stirling
• Dean of Pastoral Care: Mr Nick Harris
• Dean of Curriculum: Mrs Kathleen Lacey
Heads of Department:
Contact HoDS for wider issues related to the provision of tuition in a subject, curriculum or curriculum-related event:
• Beliefs and Values: Mr Jules Birt • Maths: Mrs Lyn Karasavas
• English: Mr Tim O’Connor • Music Mr Bruce Thompson
• Health and Phys Ed: Mr Chris Bolton • Science: Mr Peter van Dam
• Humanities and Mr Craig Austin • Technologies: Mr Simon Griffiths
Social Science: • Visual and Mr Rob Stirling
• Languages: Mrs Kerry Bonciani Performing Arts:
Other Areas:
• Chaplain: Mr Kim Chidgzey •
Director/Access: Mrs Lea Ong
• Psychologist: Mrs Tracey Graham •
Director of Cheer: Mrs Amy Taylor
• Director of Dance: Mrs Sharlene Cuellar •
School Nurse: Mrs Rhona Middleton
• Numeracy Support: Mrs Lyn Karasavas •
Director of Drama: Mr Tim Bowles
• Library: Mrs Lyn Fryer •
Director/Home Ec: Ms Amy Post
• Careers: Ms Amy Post •
Director of Media: Mr Sergio Murua
• VET: Mrs Paulette Shaw •
Director/Missions: Mr Kim Chidgzey
• SWL: Mrs April McElroy •
Director/Outdoor Ed: Mr Corey May
• IEP Facilitator: Mrs Natalie Prince •
Director of Sport: Mr Chris Bolton
•
Director/Transition: Miss Rebecca Bennett
Year Managers: Contact YMS for wider issues related to a students’ year group:
• Year 7: Mr Jason McNamara • Year 10: Mrs April McElroy
• Year 8: Ms Jennifer Roberts • Year 11: Mrs Amanda Rushby
• Year 9: Miss Rebecca Bennett • Year 12: Mr Michael Scaddan
Parent Handbook | 11Teaching Staff
BELIEFS AND VALUES HUMANITIES AND MUSIC
Mr Jules Birt SOCIAL SCIENCE Mr Bruce Thompson
Mr Kim Chidgzey Mr Craig Austin Ms Rebecca deHaan
Mr Graeme Watson Miss Rebecca Bennett Mr Justin Florisson
Mr Ben de Vries Mr Glyn MacDonald
ENGLISH Mr Mathew Gethin
Mr Timothy O’Connor Mr Nicholas Harris SCIENCE
Mr John Clayton Mr Andrew Kilminster Mr Peter van Dam
Mrs Katherine Lockwood Mr Luke Mullane Mr Daniel Braithwaite
Mrs Melissa Lovell Mr Joseph Siddons Mrs Evodia Groza
Mrs April McElroy Mrs Kathleen Lacey
Mr Jason McNamara LANGUAGES Mr Daniel Lin
Ms Maire Ni Mahuna Mrs Kerry Bonciani Dr Bevan McGuiness
Mrs Lea Ong Ms Samantha Chew Mr Minh Nguyen
Ms Jennifer Roberts Ms Anna Parker Mr Raymond Redner
Ms Tania Shah Mrs Natalie Prince Mrs Sophia Roberts-Brown
Mrs Tania Still Mr Michael Scaddan
Mrs Anne van Outdshoorn LIBRARIAN
Mrs Pamela Van Rooyen Mrs Lyn Fryer TECHNOLOGY
Mr Simon Griffiths
HEALTH AND PHYS ED MATHEMATICS Mr Cameron Burns
Mr Chris Bolton Mrs Lyn Karasavas Mr Graham Coulsen
Miss Elise Anderson Mrs Helen Marie Mr Sergio Murua
Mr Zach Cottrell Mrs Kaytlen Millar Ms Amy Post
Mr Ben Golding Mr Gary Morgan Mrs Amanda Rushby
Mr Corey May Mrs Haidy Murua Mrs Paulette Shaw
Mr Russel Montgomery Mr James Rai Miss Jasmine Stone
Mr Jackson Norton Mrs Windy Ramirez Mr Jack Wilmot
Mrs Ashlyn Sardelic Mr Stephen Walker
Ms Amy Taylor Mrs Zania Wesseloo VISUAL AND
Mr Edward Windle Mr See Soon Wong PERFORMING ARTS
Mr Rob Stirling
Mr Timothy Bowles
Mrs Sharlene Cuellar
Mrs Samantha Kukura
Mr Paul Leeming
Mrs Lara Warwick
Common Abbreviations Used
APC: Assistant Principal Curriculum MESH: Maths, English, Science aqnd Humanities subjects
APPC: Assistant Principal Pastoral Care PCG: Pastoral Care Group
ATAR: Australian Tertiary Admission Rank – Score SCSA: Schools Curriculum and Standards Authority
used for University Entrance
SEQTA Engage: College’s Learning Management Portal
DoC: Dean of Curriculum
WACE: WA Certificate of Education
DoPC: Dean of Pastoral Care
YM: Year Manager: Each year group in Years 7–12 has its
H&PE: Health and Physical Education own Year Manager
HoD: Head of Department2.6 Administration and Support Staff
• Director of Business Mr Tim Dorsman • Property Manager Mr Tony Dower
• Manager of Systems Mr Gert Strydom • Grounds / Maintenance Mr Steven Emmons
and Finance Mr Rob Pannell
• Accountant Ms Colleen Webster
Ms Cayley Hudson
• Network Administrator
Mr Timo Schuring
• Accounts Staff Ms Annita Clayton • IT Support Staff Mr Joh Oreel
Mrs Wendy Engelbrecht Mr Derek Rucki
Mrs Jana Ford
Mrs Karin Fouche • Admin and Systems Christine Green
Mrs Bridget Hadfield Coordiantor
Mrs Vajira Lakmali
• Education Assistants Mrs Natalie Adlem
Mrs Helen Scott
Mrs Kirsty Fisher
Mrs Rebecca Smith
Mr Ka Lun Yuen
Miss Kor McFarland
• Compliance and Safety Ms Annie McIntosh
Mrs Kerry O’Leary
Officer
Mrs Gillian Robb
• Administration Mrs Aly Cahill Miss Kristin White
Team Leader
• Administration Staff
Mrs Michelle Bye • Home Economics Mrs Tina Manning
Mrs Michelle Dower Assistant
Mrs Cheryl Emmons
Ms Joanne O’Hara • Art Technician Mrs Sue Leeming
Mrs Erica Rietdyk
Mrs Letitia Sawyer • Laboratory Technician
Mr Kenneth Marbeck
• Auditorium Mgr/AV Tech
Mr David Hadfield • Laboratory Assistant
Mrs Angela Marbeck
• Music Administrator Mrs Catherine Jones
Mrs Samantha Sheehy • Library Assistants Mrs Erin Mazanek
Miss Mel Pearce
• Manager of Community Mrs Caitlin Quartermaine Mr Andrew Warwick
Engagement
• Uniform Shop Mrs Sandra Mellish
Mrs Jackie Stanford
• Enrolments Officers
Primary Mrs Jo McKeown
Secondary Mrs Emma Wright
• Graphic Designer Mrs Sue Gifford
Parent Handbook | 133.
Learning at Carey
3.1 The Curriculum
The Curriculum encompasses all planned experiences provided by the College to facilitate autonomous and
lifelong learning. It includes teaching and learning programs and approaches, camps, student activities and the
ways teachers and students learn together. Accordingly, the College will:
• Provide instruction and assessment consistent with the requirements of the W.A. Curriculum as directed
by School Curriculum and Standards Authority (SCSA);
• Provide curriculum on an equitable basis that meets the needs of all students;
• Provide a balance within a Christian-based approach to all areas of the curriculum, thus enabling students
to demonstrate mastery in the major learning areas.
In the design of our curriculum, we are guided by the following principle:
‘Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right,
whatever is pure, whatever is lovely, whatever is admirable, if anything is excellent or
praiseworthy – think about such things.’
Philippians 4:8 (NIV)
14 | Parent HandbookLearning Outcomes
At Carey, we aim to develop the skills that enable the students to become:
Autonomous Learners
• Accept ownership and responsibility for learning;
• Take risks;
• Reflect upon the learning process; and
• Assess achievement and practice to make progress.
Lifelong Learners
• Learn to read in order to read to learn; and
• Use all forms of language to learn - literacy, numeracy and the arts.
Collaborative Learners
• Work with teachers and other students to produce work;
• Make meaningful contributions to the group;
• Explore all forms of information about a topic;
• Appreciate contributions of others; and
• Explore methods of problem-solving and decision-making.
Effective Communicators
• Capable of clearly expressing thoughts, ideas and feelings through words, numbers, images, sounds and
gestures for different purposes and audiences;
• Engage in creating and communicating meaning; and
• Perform effectively in all forms of assessment and review.
Critical and Creative Thinkers:
• Construct meaning;
• Define, classify, analyse and evaluate meaning that is being constructed;
• Define the problem, identify strategies, seek solutions and answers and make informed choices;
• Ask questions, accept different perspectives, tolerate ambiguity without compromising truth; and
• Are discriminating consumers of information through the arts, literature, film, television and internet.
Quality Producers and Consumers:
• Set appropriate and timely standards;
• Produce original work; and
• Use a wide range of resources to produce quality work.
Credible and Just Citizens:
• Respect others regardless of race, gender, age or creed;
• Develop character and contribute fairness to the College and wider community; and
• Seek truth in spiritual life with an honest and objective study of the essence of Christian teaching and
lifestyle.
‘And what does the Lord require of you? To act justly and to love mercy and to
walk humbly with your God.’ Micah 6:8 (NIV)
Parent Handbook | 15A Curriculum with Relevance and Coherence
The Curriculum at Carey reflects the following criteria:
The Centrality of Language
Literacy is foundational to the Curriculum of the College. Language in the College will be broadly defined to
include words, numbers, and the arts. These are essential tools of learning which, when taken together, help
to create a curriculum with coherence.
The Core Commonalities
The Curriculum at the College will be arranged around nine commonalities which integrate the traditional
subjects to help students see connections and motivate them to become lifelong learners. The commonalties
are:
1. Being Human
We appreciate and affirm that human life is sacred; a healthy lifestyle and to participate in physical
that it has a time of birth, growth and (finally) death. activity that provides adventure, promotes
We endorse the need for a basic knowledge of the co-operation and results in achievement.
body’s needs and functions and the practice of
appropriate personal hygiene. We need to develop 6. Connectedness and Nature
an appreciation for the sacredness of human life We recognise that everyone is connected to the
and to understand how life experiences differ from natural world. Therefore, we need to learn about
one culture to another. scientific method and, in the process, increase our
understanding of the world around us. Above all we
2. The Use of Symbols strive to discover the beauty and wonder of nature
We understand that people use symbols for and the cosmos and develop a profound respect for
communication. We explore the history of it.
language and mathematics, consider the purpose
of communication, learn about new technology and 7. Production and Consumption
evaluate how mass communication can enhance or We learn that people, as part of being human,
diminish human understanding. We discover that engage in making and using things. We recognise
integrity and credibility are keys to authentic human the value and dignity of work, distinguish wants
interaction. from needs and understand the importance of
becoming creative producers, informed consumers
3. Friendship and Belonging and responsible conservationists.
We acknowledge that everyone holds membership
in a variety of groups, beginning with the family. 8. Proactive in Mission and Intent
We consider how organisations and communities We affirm that all people seek meaning and
shape our lives and how we, in turn, can be purpose for their lives. We understand the
significant influencers. We strive to develop a sense importance of values and ethics, learn how religious
of responsibility for the world.
experience has consequently shaped the human
experience and begin to see the significance of
4. Aesthetic Expression service. We appreciate that people are intentional
We celebrate that people respond to beauty and and need mission towards which they direct
can be expressive in the visual and performing arts. significant effort.
We explore the rich variety of artistic expression,
learning about the various works of art, recognising 9. Quest for the Spiritual
the benefits of making art and knowing some of We learn that people everywhere have the
the ways in which visual and performing arts have miraculous ability to place themselves in time and
evolved in different cultures. space and to explore their shared sense of time
through history. We understand that, as we are
5. Need for Exercise and Adventure created in the image of God, our spirit will respond
We recognise that, as biological beings, we need to our Creator’s call to fellowship with us and to
physical exercise to enhance our wellbeing. We our desire to be intimate in a safe and nurturing
need to understand the principles of maintaining community.
16 | Parent HandbookCarey Curriculum Framework Assessment
All of the planned learning experiences provided Assessment is the process of interpreting and
by the College in Secondary School encompass a describing performance in relation to learning
common set of knowledge, understanding, skills, outcomes. The main purpose of assessment is to:
attitudes and values and are present in the syllabus • Enable students to set realistic goals for their
documents. We include Beliefs and Values with own Learning Plan;
the other eight Learning Areas of the Western • Provide opportunities for students to
Australian Curriculum. A balanced curriculum demonstrate their competencies;
offered within this framework ensures that students • Encourage and motivate students;
have opportunity to demonstrate the learning • Support the learning environment; and
outcomes and any College-determined outcomes. • Provide fair and valid assessment that meets
legislated requirements.
Learning Areas
Reports
Carey’s Curriculum is based on the major Learning
Areas of: Beliefs and Values; The Arts; Physical and We hold seriously the necessity of sharing
Health Education; English; Science; Mathematics; information regarding student learning. The focus
Humanities and Social Sciences; Languages; and of reporting for Term 1 will be giving meaningful
Technologies. We are interested in the students snapshot of the first 6 to 8 weeks of term in the
as individuals. Therefore, we have shaped a Interim Reports. The Semester One reports clarify
Curriculum that seeks to integrate individual progress over Terms 1 and 2. Carey’s end of year
differences, interests, strengths and weaknesses. report summarizes the year’s achievements.
Although the outcomes for students vary according
to age and developmental level, the process used The College Diary and SEQTA partner with the
and commitment to an integrated Curriculum reporting process, providing opportunities for
is common to all students in the Secondary ongoing information and feedback, and parents
School. The Curriculum weaves students’ learning are welcome to make appointments to meet with
styles and the strands of the learning areas of College staff. SEQTA Engage is an online portal
Mathematics, English, Science, and Humanities accessed via the College website which provides
(MESH). Staff and students will often work in teams parents with up to date information. This is located
in order to facilitate competency. at coneqtp.carey.wa.edu.au
We will conduct two sets of Student/Parent/
Teacher meetings in 2019 and an Information
Evening ar the end of Term 2 for Year 10s to
explain the Curriculum for the Senior years. In
addition, parents are welcome to contact the Year
Manager at any time for progress reports.
Parent Handbook 17
| 173.2 Extension and Streaming
Carey has a Curriculum that aims to extend and enrich students throughout Years 7-10, exposing them to
curriculum content that encourages them to delve deeper into the year level curriculum and to further develop
skills and competencies. This is further enhanced by the streaming process whereby students are engaged at
their individually assessed levels according to their performance. There are three different streams:
Extension Mainstream Foundation
This is aimed at students who have This stream explores the This covers the key concepts
demonstrated high capacity and curriculum at the cohort level, and essential core skills of the
potential. It delivers a curriculum, working at a pace that reinforces curriculum at cohort level,
generally at cohort level. This and develops the key concepts generally at a slower pace.
curriculum is delivered at a faster and skills.
pace than mainstream, providing
opportunities for students to
extend their knowledge and skills
in areas of interest.
Year 7-8 Year 11-12
Students entering Year 7 are generally placed in Year 11 and 12 students choose their courses by
mixed ability classes. Streaming begins in Maths meeting subject pre-requisites achieved on the
and Science in Year 7 and 8, where the students Semester 1 reports in Year 10, and considering their
are streamed into two levels – Extension and future aspirations. In Year 11 and 12, students work
Mainstream. towards completing W.A. Certificate of Education
(WACE) and continue their education at University
Year 9-10 or at TAFE. Students will choose from:
Students are streamed for Maths, English, Science
and Humanities (MESH) classes. This provides • An ATAR pathway that aims to provide students
students with the opportunity to extend their with an Australian Tertiary Aggregate Rank
capabilities, and work at a pace that reflects their (ATAR) for entrance to University; or
ability level. • A Vocational (VET) pathway that aims to
provide students with a range of General
At the conclusion of each term, these classes courses, Certificate qualifications and workplace
are reviewed and changes can be made, where learning. This pathway is designed for students
necessary. The classes that students are streamed who are aiming to either attend TAFE, pursue
into in Year 10 are important as both streams and an apprenticeship or are considering alternative
marks are used to determine the subjects that University entrance pathways.
students can choose in Year 11 and 12.
Carey Baptist College offers around 40 WACE
Student allocations into streams are managed by (Year 11 and 12 ATAR and General) courses,
the Heads of Departments. HoDs will contact catering for the complete range of academic
parents if students performance indicates that a abilities, and gives each student the opportunity to
change of steams in warranted. succeed in a program of their choosing.
18 | Parent Handbook3.3 Assessment Policy
Submission of Work If a student has not completed the task on the
Work should be submitted to the class teacher day it is due, they are expected to hand in a copy
during the lesson on the due date. If students are of what they have completed to date. Computer
aware that they will be absent on the due date they or printer problems will not be considered
should arrange with the teacher to submit their valid reasons for lateness. Any assessment not
work earlier. Students must ensure that the work completed will impact on semester grades. In some
is submitted to the correct teacher, and in their cases, failure to hand in assessments may result in
absence, to the Head of Department (do not leave non-completion of the course.
assessments on the teacher’s desk). Assessments
may not be handed in electronically, unless Unplanned Absence on due date
otherwise arranged in advance. Where possible, students should try to have their
work delivered to the College on their behalf. At
Plagiarism the latest, work must be submitted on their next
All work in each individual assessment task must be day back at the College. The reason for the absence
the work of the student. Students are not permitted should be noted in the Student Diary, and the entry
to submit for marking, as original, any work which signed by the parent/guardian before being
is: presented to the subject teacher.
• prepared or substantively contributed to by
another person (e.g. student, teacher, tutor or Extensions
expert); Difficulties in completing work on time should be
• copied or downloaded from the internet discussed with the teacher well before the due date
without acknowledging the source; and any necessary extension should be sought at
• paraphrased or summarises the work of least two days before the due date.
others.
If a student is believed to have engaged in Absence on Test Days
cheating, collusion or plagiarism, the teacher Students absent on test days should be prepared to
will refer the matter to the relevant Head of do the assessment (including orals) on their
Department. If it is demonstrated beyond immediate return to the College. Year 11 and
reasonable doubt that a student has cheated, 12 students will be required to obtain a medical
colluded or plagiarised, one of the following certificate and present it to the relevant
penalties will apply: Head of Department.
• a mark of zero for the whole assessment task,
or Extended Absence
• a mark of zero for the part of the assessment If an extended absence is planned, a parent or
task where the teacher can identify that the guardian must apply to the College Principal for
work is not the student’s own. permission to be absent. It is expected that missed
work will affect semester grades. In the event of an
Late Submission of Work
absence, students should use SEQTA Learn to try
Where an out-of-class assessment task is
to keep up with the work covered in class to the
submitted after the due date or is not submitted
best of their ability.
and the student does not provide a reason which is
When sickness is the cause of extended absence,
acceptable to the College, the following penalties
or an inability to sit an exam, course completion
apply:
requirements will need to be negotiated with the
• 10% reduction in the mark (if submitted one
Dean of Curriculum (Year 7-10) or the Assistant
day late), or
Principal Curriculum (Year 11-12). Catch-up exams
• 20% reduction in the mark (if submitted two
may able to be organised in some cases.
days late), or
• a mark of zero (if submitted more than two
Assessment Policy
days late or not submitted).
The formal Assessment policy provides more details
Note: weekends count as two days. The %
of the assessment policies. This is available on
reduction refers to the total marks assigned to the
request from the Curriculum Office.
assessment (e.g. an assignment out of 20 would be
penalised 2 marks for each day late).
Parent Handbook | 193.4 Exams
Purpose Exam Guidelines
Exams are part of Carey’s rigorous and challenging • The week prior to exams is designated as
approach to learning. Exams encourage students assessment free to allow a focus on study/
to reflect upon and study their coursework, revision.
improving student retention of information. They • Students who have missed an assessment
teach students the benefits of revision and learning prior to this week will be required to do the
to work under pressure, whilst also providing assessment in this week.
feedback to students on their strengths and • If students miss an exam for medical reasons,
weaknesses and assisting teachers in identifying they will normally be required to do a
students who may need extra assistance. Teachers make-up exam, and should contact Mrs Lacey
will assist students to prepare for these exams, (Dean of Curriculum) to arrange this.
explaining the process and providing revision • Students wishing to apply for special exam
tips. It is important that students dedicate regular provisions (i.e. extra time, use of a computer
revision time to study in the lead up to the exams. etc), need to apply to Mrs Ong at least one
It is crucial that students learn the skill of sitting month prior to the start of the exams.
exams to equip them for the demands of Senior • Students in exams must be attired in normal
Secondary, particularly students who are aiming to school uniform.
maximise their ATAR score for University entrance.
Year When Duration Exam Length Subjects Attendance
1½ hours each Maths, English, Students resume
9 Late Term 3 4 days Science, normal timetable
morning
Humanities after the exams.
Maths, English, Students resume
10 Mid Term 2 4 days 2 hours Science, normal timetable
4 days 2 hours Humanities, after the exams.
Mid Term 4 Languages
2-3 hours Students are not at
Mid Term 2 2 weeks All ATAR courses
11 school if they do not
Mid Term 4 2 weeks 2-3 hours have an exam.
Mid Term 2 2 weeks 2½-3 hours Students are not at
12 2 weeks 2½-3 hours All ATAR courses school if they do not
Term 4 Holidays
have an exam.
• Year 11 Vocational Pathway students • Year 11 and 12 students choosing not to
complete a Workplace Learning program sit their Carey Semester 2 exams will not
during the exam blocks. complete the requirements of the course,
• Year 12 Vocational students may do a and will only be credited with the Semester 1
Workplace Learning program during the exam course. This may affect their ability to obtain
blocks (especially if they have not completed the WACE.
this in Year 11). • Students missing an exam for medical reasons
• The ATAR (external) exams occurs during must visit the doctor on the day of the exam
Term 4, running over a three week period in and complete a sickness/misadventure form,
November. obtainable from the Curriculum Office OR
• Students choosing ATAR subjects MUST sit the Exam supervisor.
their ATAR exams.
20 | Parent Handbook3.5 Homework Policy and Guidelines
What is the purpose of Homework In Years 7-10? Homework will usually be issued for completion
over a week to enable students to plan their study
1. Revision and study - to prepare for future and other activities. Students are to plan their
lessons and to consolidate essential skills and approach to ensure completion of the tasks within
content. the designated time frame. If students miss classes
2. Completion of assignments and weekly tasks. for music lessons or external sporting commitments
3. Development of study skills and etc., they must see their teacher to negotiate tasks
organisational habits. and catch up on work missed. Parents and
4. Completion of tasks because of missed teachers should use the Student Diary or Direqt
lessons due to illness, College events, messaging in SEQTA Engage to communicate with
holidays, music lessons, sport etc. each other.
What is appropriate as homework? How much time in total?
• Assignments to be done over a period of time Students should typically complete:
before being handed in for assessment.
• Revision, study, reading and comprehension Hrs per Average
Year
tasks. Week
• Activities that reinforce basic principles of
subjects - e.g. times tables, periodic table, 1 hr of homework and
vocabulary etc. 7 5 15 min of reading
• Catching up on work missed due to absence 4 x per week
from school or attendance at music lessons,
etc. 1 hr 15 min of homework and
• Finishing incomplete tasks begun in class. 8 6 15 min of reading
This should be the exception. 4 x per week
Homework expectations and procedures:
1 hr 30 min of homework and
For Parents and Students 9 7 15 min of reading
Setting homework is important for disciplined 4 x per week
working habits. It is also important that the level of
homework is gradually increased over the years, but 1 hr 45 min of homework and
that it is not too time-consuming for the age of the 10 8 15 min of reading
student. The recommended times are a balance 4 x per week
between reinforcing and extending the work
covered in class, while allowing for other pursuits Extension students would typically commit to
and family time. more than the above homework guideline. Extra
curricular pursuits (e.g. music or dance practice)
All assessments for the term (and dates due) can be should be considered additional to the above
found on SEQTA Learn and Engage, under homework. If students are unable to complete
Assessments. homework within the above timeframe on a regular
basis, parents are encouraged to communicate
Students should be encouraged to complete all directly with teachers.
homework. If a student is struggling with the
content, they need to write a list of questions in Approximate homework allocation by subject?
their Diary and seek assistance from their teacher
at the next opportunity. Students should record English, Maths, Science and Humanities should
time taken to complete set tasks so that teachers comprise an average total of 75% of a student’s
have a clear indication of student abilities and homework time. Other subjects should comprise an
limitations. average total of 25% of a student’s homework
time.
Parent Handbook | 21Years 11 and 12 YEAR Hrs per ATAR Subject Average
In Year 11 and 12, students begin to focus Week (4 or 5 ATAR subjects)
on acquiring qualifications needed for tertiary
education or employment. All courses offered 2-2 hr 30min per subject
at Carey Baptist College are accredited and are 5 x per week
11 10-121/2
eligible for inclusion for the purposes of WACE
Graduation. It is the College’s expectation that
students will study six courses in Year 11 and five 3 hr per subject
or six in Year 12. 12 15 5 x per week
In Year 11 and 12 students are expected to
demonstrate self-discipline, resilience and In the period leading up to exams, the time
independence. Further to this, students are allocated to study usually needs to increase. Year
expected to have developed responsibility for their 12 students studying an ATAR course would
own learning and to negotiate concerns directly typically use some time in their term breaks
with teachers rather than have their parents for revision. Homework does not only refer to
contact the College on their behalf. Before students assessments given by the teacher, but has a self-
decide on which type of course to study, they need directed component. This may include organising
to consider the type of commitment they are able notes, revision, research, study for exams, tutoring,
to give to ‘out of College’ activities. practical study or additional tasks or questions.
Students are encouraged to use their teacher and
the resources available at the College to deal with
any concerns they may have.
22 | Parent Handbook4.
Pastoral Care at Carey
4.1 Pastoral Care and the Discipline System
Pastoral Care: a practical expression of the relationship between shepherds and their
Love in action livestock (e.g. sheep), taking into account the land
(conditions) that they occupy. A good shepherd
“Love is patient, love is kind. It seeks location and circumstances that optimise
safety, wellness and personal growth.
does not envy, it does not boast, it
is not proud. It does not dishonour The Oxford dictionary defines care as ‘the provision
of what is necessary for the health, welfare and
others and it is not self-seeking, it guardianship. To care is to be concerned, it is to
seek relationship. In the context of our school
is not easily angered, it keeps no community it is to be primarily concerned for the
wellbeing of enrolled Carey students.
record of wrongs. Love does not
Thus, the pastoral care and discipline of students
delight in evil but rejoices with the takes place within the context of relationships.
truth. It always protects, always Teachers work hard to develop strong relationships
with students, both in the classroom and during
trusts, always hopes, always extra-curricular activities, such as camps,
excursions and small group meetings. Teachers,
perseveres.” (1 Corinthians 13:4-7)
acting in support of parents, seek to guide students
towards being young people of character, modelling
Pastoral Care; Understanding the Term and encouraging mutual respect, integrity and
accountability. Secondary students are given clear
To understand pastoral care, it is helpful to define guidelines regarding behaviour and are expected to
‘pastoral’ and ‘care’. The phrase pastoral care contribute towards a positive learning community.
derives from the Latin word ‘pastor’ which means
shepherd. The term ‘pastoral’ has its origins in
Parent Handbook | 23Discipline Defined College Discipline System
• Care expressed at Carey is a means of The College uses a range of positive consequences
affirming appropriate behaviours. We believe to reinforce wise choices. These include:
excellence is ‘love in action’. The opposite of • Verbal feedback.
care is apathy. Care is a doing word. • You Have Been Noticed. This is an informal
• Self-discipline is defined as ‘correction notification in the students diary on a ‘You
or regulation of oneself for the sake of Have Been Noticed’ slip recognising positive
improvement’. The opposite of self-discipline behaviour.
is to be undisciplined. That is, ‘lacking in • Commendations. Informal written messages
discipline, unruly and disorderly’. from teachers to students. They can be
accessed by students and parents on SEQTA.
In the Secondary School, discipline serves the • Letters of Affirmation. Formal letters sent
College community by pointing students to the home affirming a students behaviour where
right way. It gently bends, directs and encourages the student has been seen going above and
students to show respect to self, others and the beyond expectation.
College. The College discipline policy is a means • Certificates. Formal recognition of
of helping students become more disciplined in achievement. Certificates are usually
their choices and actions. It is intended to help presented at assemblies. Parents are welcome
students meet their own needs and remain aware to attend College assemblies. Assembly dates
of the needs of others. Students who infringe on are available in the College newsletter.
the rights of others must be prepared to accept the • Medals of Excellence. Formal recognition of
consequences of their behaviour. students achieving an ‘A’ grade across 75% of
their chosen courses in a semester.
Good Standing • College Colours. Formal recognition of
service to the Carey community over an
At the commencement of the academic year, extended period.
students are assigned the status of ‘Good-Standing’ • Student Leadership. Students elected into
within the College. This means that they are leadership roles are done on the basis of
seen as complicit in all College expectations. The their peers recognition of their ability to
position of good standing is maintained through lead across a range of areas and a servant
satisfactory attendance and the continued meeting disposition that seeks the best for others.
of behavioural standards. We believe effective
pastoral care enables relationships to thrive. For Steps
relationships to flourish both staff and students
need to have a deep sense of safety and mutual At Carey every student is expected to come
respect. prepared and be ready to engage in all their
learning contexts. When students are not
Carey places a high degree of trust in students, organised, they will be allocated a Step. The
particularly students representing the College in accumulation of Steps will result in letters home,
extracurricular events or engaged in programs with suspensions and meetings as students progress
an overnight component. The College has a Duty of through the discipline system.
Care to protect all participants including staff, and
to ensure that program objectives can be met. To Steps are allocated for late arrival to class, poor
be an eligible candidate to represent the College presentation of school uniform, failure to bring
at an external event or to attend an overnight Trip, appropriate equipment to class and misuse of
students must at all times (including up to the a phone during school hours or College related
point of departure) maintain the status of ‘Good events.
Standing’ within the College. Good standing is
lost if a student gets a 3rd Level, 15th Step or
receives a zero-tolerance suspension. To regain
‘Good Standing’ students are required to complete
Stepbacks.
24 | Parent HandbookLevels Step backs for Steps and/or Level Downs:
Carey students are expected to treat each other Carey’s behavioural policy is underpinned by an
with respect, humility and kindness. Nobody’s ethos of restorative justice. We seek for individuals
perfect. It is understandable that at times people to be restored back to Good Standing within
fall short of their personnel and the communal our community. A step back process or level
behaviour expectations. When this happens, down process gives students an opportunity to
Carey issues Levels as a mechanism of tracking demonstrate appropriate behaviour over 5 days
and helping students process their inappropriate in a row. If successful, the student will have either
behaviour. The accumulation of Levels will result 1 Level removed from their record or 3 Steps.
in letters home, suspensions and interviews Students may attempt 2 Step backs for Levels and
as students progress through the discipline 6 for Steps in a calendar year.
system. The purpose of an interview is to unpack
behaviours, develop action plans and to ensure Sendouts:
restoration has occurred.
At Carey teachers use the Canter Classroom
Zero Tolerance: Management System. This gives students an
opportunity, whilst holding a high standard, to
Carey’s behavioural policy has student safety as its ensure learning is not negatively impacted. In
highest priority. The College has a responsibility to general, a first disruption will result in the students
foster a safe and educationally conducive learning name recorded on the board, a second disruption
environment of all students. Certain behaviours adds a ‘tick’ or ‘cross’ to their name. If a third
prohibit the development of this and will not be disruption occurs in the lesson, the student will be
tolerated. Such behaviours will result in a Zero sent to Student Reception where they are required
Tolerance response that could include a range to complete a reflection sheet. Following this, the
of sanctions including the issuing of a Level in student needs to discuss the issue with their Year
conjunction with an in or out of school suspension, Manager and the relevant Head of Department
meetings with parents and potentially permanent before returning to that class. A send out usually
exclusion. Zero Tolerance issues will be dealt with results in a level allocated.
by the DoPC, APPC or Secondary Principal and
hold the safety and wellbeing of students and staff In technical subjects or during experiments,
as the highest priority. teachers will not use the 3 disruption rule.
Misbehaviour during these sessions possess an
occupational health and safety risk and therefore is
not tolerated.
Parent Handbook | 254.2 Steps, Levels
and consequences Steps Levels and Zero Tolerance Issues
1 LEVEL 1
Letter sent by Year Manager
one
LEVEL 2
5 Steps 2 Letter sent by Year Manager and an
attempt at a set back required
Letter sent home by
the Year Manager LEVEL 3
(YM) and step back 3
Letter sent home by the Year Manager.
recommended. One day In-school Suspension. Loss of
‘Good Standing’. Attempt at step back
required.
4 LEVEL 4
Letter sent home by the Year Manager.
One day In-school Suspension. Dean of
10 Steps Pastoral Care and Year Manager meet with
student and their parent/s.
Letter sent home by the
Year Manager (YM) and 5 LEVEL 5
an attempt at a step ten Letter sent home by the Year Manager. Two
back required. day level 5 Suspension. Assistant Principal
Pastoral Care and Year Manager meet with
student and their parent/s.
6 LEVEL 6
Enrolment meeting organised by the Dean
of Pastoral Care. The Secondary Principal,
15 Steps Assistant Principal and Dean of Pastoral
Care will meet with the student and their
Letter sent home by the fifteen parent/s to discuss their place within the
Year Manager. One day College. The outcome of a Level 6 meeting
in-school Suspension. may have their enrolment amended, or
Loss of ‘Good Standing’. withdrawn. Should the College decide to
Attempt at step back allow a student reaching Level 6 to remain
required. at the College, their enrolment would
become conditional and be maintained on
the provisions set within their amended
enrolment. The provisions set are specific
twenty to each situation.
20 Steps
Letter sent home by the
Year Manager. One day
in-school Suspension. 25 Steps
Attempt at step back
required. Letter sent home by the Year Manager. Assistant
Principal Pastoral Care and Year Manager meet
twenty
five with student and their parent/s. Two day In-school
Suspension Behavioural Agreement made.
26 | Parent Handbook5.
College Policies and
Guidelines
5.1 Attendance
Student Absentees: SMS Hotline: 0428 031 096 Please report in by 9:00am
or email absentees@carey.wa.edu.au Include your child’s full name, class, date/s of
absence and reason to the College.
Parents need to be aware that, in general, there is a legal obligation under Section 23 of the School Education
Act, 1999 that requires a child to attend school on designated contact days. It is incorrect for parents to
believe that they may allow a child to stay home from school without a reasonable cause, such as sickness.
Students are required to be punctual and should be present at all lessons unless ill. It is better for the health of
students and other members of the College for a student to stay at home if he/she is unwell.
Absence Notification All absentee communication to the College should
contain the following:
Absences from school for a half day or more should
be notified by 9.00am, either by the SMS hotline: Student name: Jane Smith
0428 031 096; PCG: 7.3
or email hotline: absentees@carey.wa.edu.au Date of absence: 6 May, 2014
Reason for absence: Unwell / other reason
You only need to communicate your child’s absence Parent/Guardian name or signature and
once. However, a Medical Certificate is required relationship to the child: Mary Smith, Mother
to explain prolonged absences of more than three
consecutive days.
If a student is going to be absent for a prolonged
period, a letter should be sent to the Principal,
Students who need to attend appointments, or advising the proposed dates and reason for the
who will be absent during class times, should notify absence. Given they will miss their curriculum
absentees prior to the event. related course work, encourage the student to
speak to each of their teachers. Please refer to the
Assessment Policy for more information regarding
the effect on work and assessments.
Parent Handbook | 27You can also read
