2021 Family Handbook - St. Augustine's College Kyabram
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2021 Family Handbook
2021
Family Handbook
Purpose of this booklet
This handbook is designed to assist parents and guardians to understand the
processes and procedures at St Augustine’s College. The effectiveness of the
relationship between the school and parents/guardians rests on cooperation and
mutual respect. This handbook forms part of the agreement between parents/
guardians and the school, insofar as it identifies some of the important expectations
that apply to us all. We look forward to your cooperation in the coming year as we
seek to provide a learning opportunity that allows all students to flourish and grow.
Please attend to this document carefully, and if you have any questions, please
contact the school.
1Contents Vision, Mission and Graduate Outcomes 4 Statement of Commitment to Democratic Principles 5 College Values 6 2021 Annual Action Plan 7 Important dates for 2021 8 College Houses 9 College Leadership Team 10 General Information for Parents and Guardians Accidents and illness 11 Anaphylaxis management 12 Anti-bullying 12 Asthma, epilepsy or diabetes management 13 Assemblies 13 Attendance 13 Bus travelling 14 Canteen 15 Child Safe organisation 15 Child safety reporting process 16 Communication 17 Courtesy and respect 17 Cyber safety 17 Emergency contact information 19 Emergency management plan 19 Exit process 20 Family holidays during school times 20 Fees and levies 21 Finance 21 General office 21 2
Government allowances 21
Grounds 21
Learning and Teaching Framework 22
Library 23
Lockers and student tubs 24
Medical conditions 24
Medicines (First aid procedure) 24
Mobile phones 24
Newsletter 25
Operoo 25
PAM 26
Parent assistance 28
Parental/family engagement 28
Parking/pick up and drop off zone 30
Pastoral Wellbeing 30
Permission to leave the College during the day 31
Positive behaviour support 32
Privacy legislation 33
Punctuality 33
Religious Education 33
School crossing 33
School website 33
SIMON 33
St Augustine’s Parish 34
Students who drive cars 34
Sun Smart policy 35
Supervision 35
Teacher Advisors (TA) 35
Technology access – Device Program 37
Thursday night study sessions 37
Transition 37
Uniform and dress code 38
3Vision, Mission and
Graduate Outcomes
Vision Graduate Outcomes
We seek to educate the whole person St Augustine’s endeavours to educate
as a contributing member of the graduates to:
human community in Christ.
1. Be self directed responsible lifelong
learners who have the confidence
to take their own path and reach
Mission
their full potential.
To work collaboratively with our school
community to provide ALL our students 2. Be resilient and confident whilst
the opportunity to succeed and to be maintaining a positive attitude to
filled with hope for the future. others.
3. Develop their knowledge and skills
to live as an effective, self reliant
and contributing citizen.
4. Have a social conscience enlivened
by Gospel values and be a voice for
those who have no voice.
5. Have a genuine care and respect for
the environment.
6. Be full of hope, integrity, dignity
and compassion for self and others.
4Statement of Commitment to
Democratic Principles
The programs of, and teaching at St • We educate our students about
Augustine’s College, inspired by our the value of democratically-elected
values of Faithfulness, Learning for government and their place as
Life, Human Flourishing, Partnership a contributing citizen within our
and Community, support and society.
promote the principles and practice of
• We respect and observe the rule of
Australian democracy.
law and believe that no person is
above the law.
• We respect equal rights for all
before the law.
• We acknowledge freedom of
religion and the need to practise
tolerance and understanding of
others’ belief supported by our
Religious Education program.
• We respect the value of freedom of
speech and freedom of association
and acknowledge that we have
the responsibility not to abuse this
freedom.
• We value the importance of
openness and tolerance, and value
and respect all members of the
school community regardless of
background.
5College Values
We value:
Community
We are called to:
• welcome all, especially the most vulnerable.
• be a place of love, friendship and compassion.
Partnership
We are called to:
• image and practise justice and service.
• work for the common good of all persons.
Faithfulness
We are called to:
• be faithful to our Catholic heritage.
• invite others to prayer, liturgy, sacrament and the expression of gospel values.
Learning for Life
We are called to:
• engender a love of learning, hope and purpose.
• foster scholarship and the pursuit of wisdom.
Human Flourishing
We are called to:
• celebrate all that is good with joy and gratitude.
• promote the freedom to know our personal possibilities and shape our lives
for good.
62021 Annual Action Plan
Catholic Pastoral Learning Stewardship
Identity Wellbeing Leadership and Teaching of Resources
ACTIONS: ACTIONS: ACTIONS: ACTIONS: ACTIONS:
Provide opportunities Develop the Review, develop and To ensure a guaranteed To build on the work of
for staff and students understanding of implement an effective viable curriculum for the Design
to explore Brigidine and mental health and staff and student ALL students through: Team and commence
Augustinian spirituality. its impact on the induction program. • Mapping of Literacy the
Horizon foundations of learning. Horizon and Numeracy to construction of the F-8
Commitment 2 Horizon Commitment 1 establish consistent, Design
Commitment 3 evidence based ‘Halo’ project Stage 1
practice throughout which will
Provide professional Lead a process in
the College. provide flexible learning
learning to enable Develop strong which a school-wide
environments that
staff to understand partnerships between improvement agenda • Evidenced based support the
the biblical foundation Student Learning and is developed that is adjustments curriculum design that
of Catholic Social Professional Practice, researched based and established from offers
Teaching. Community and measurable. research and stimulating and
Wellbeing teams, to Horizon functional impact
Horizon purposeful learning.
foster and enhance Commitment 2 and linked to AITSL
Commitment 1 Horizon
learning experiences for standards. Commitment 1
all students. Formalise leadership Horizon
Provide regular development for staff Commitment 1 & 2
Horizon To strengthen
opportunities for and student leaders,
Commitment 3 and refine the
students, staff and while providing Continue to build and College media and
parents to participate in leadership opportunities model collective efficacy communication
liturgical celebrations. Develop a framework to to all staff and students. through evidence based, systems. Focusing
Horizon embed Social Emotional Horizon high impact teaching on the flow of
Commitment 2 learning and General Commitment 3 strategies which will communication
Capabilities within the
contribute to a feedback- between College and
time allocated to our TA
Provide professional Enhance the capacity rich school. community.
structure.
learning for teachers of of staff to build a Horizon Horizon
Horizon culture within teams
Religious Education in Commitment 3 Commitment 3
Commitment 1 that promote healthy,
areas including Shared
Christian Praxis, Source professional and
Develop strong To enable the actions
of Life Curriculum and Develop strong and collaborative working
partnerships between of the 2020 AAP to
Godly Play. consistent processes relationships.
Student Learning, and be realised by fair and
which embed Positive Horizon
Horizon Professional Practice equitable resourcing of
Behaviour Support Commitment 1, 2 & 3
Commitment 3 and Wellbeing to the financial, physical
Interventions across the
enhance learning and human resources
College.
experience for our available to the College.
Horizon students. Horizon
Commitment 2 Horizon Commitment 2
Commitment 1
Finalise the review of
Develop a sequential camps and immersions,
structure that allows ensuring their ongoing
students to progress viability and alignment
along their chosen to curriculum and
pathway. student outcomes.
Horizon Horizon
Commitment 1 Commitment 2
7Important dates for 2021 TERM DATES Term 1 Wednesday 27 January – Thursday 1 April Term 2 Monday 19 April – Friday 25 June Term 3 Monday 12 July – Friday 17 September Term 4 Monday 4 October – Thursday 16 December PUPIL FREE DATES The following pupil free days have been approved by College Advisory Council. The dates have been chosen to coincide with Kyabram P-12 Pupil Free days and to try and balance the days of the week impacted across the year. Wednesday 27 January Staff Day / Pupil Free Day Thursday 28 January Staff Day / Pupil Free Day Friday 29 January Staff Day / Pupil Free Day Monday 1 March Buses not available *Students are required to attend school Friday 5 March Pupil Free Day Monday 8 March Labour Day Friday 2 April Good Friday Tuesday 27 April Subject Teacher Conversation / Pupil Free Day Friday 11 June Staff Spirituality Day / Pupil Free Day Wednesday 25 August Subject Teacher Conversation / Pupil Free Day Monday 1 November Staff Day / Pupil Free Day Tuesday 2 November Melbourne Cup Thursday 5 November Buses not available *Students are required to attend school Friday 10 December Last day students Monday 13 December College Curriculum planning for 2022 Tuesday 14 December Staff Spirituality Day Wednesday 15 December Planning 2021 Thursday 16 December Last day staff We have discerned our days for 2021 based on the following need and rationale: • Maintain the 2 Subject Teacher Interview Days • Minimise time out through the term hence days at the end of the year • Importance of Staff Spirituality being a part of our annual staff formation 8
College houses
The logo for Brigidine The logo for Delany House The logo for Augustine
House depicts an oak depicts a shamrock and House is inspired by the
tree imposed on the the Southern Cross. The emblem of the order of St
Brigidine cross. The oak shamrock represents Bishop Augustine which is part of
is connected to the story Daniel Delany’s loyalty our College story, however,
of St Brigid, as Kildare to the people in Ireland. the focus is particularly on
(place of the Oak) was Daniel returned to Ireland the flame. St Augustine
where she founded her from France at a time strongly believed in the
first monastery. The tree when the Irish Catholics power of community and
also stands for strength, were impoverished and friendship, which is at the
growth and St Brigid’s love oppressed. The Southern heart of Augustine House.
for the earth and God’s Cross, also found on our The flame represents
creation. College logo, marks the passion, commitment and
coming of the Brigidine a love of life and learning.
Bold, Brave and True
Sisters, who were
captures the essence of Hearts on Fire captures
founded by Daniel Delany,
St Brigid and the many once again the communal
to Australia and then
qualities she displayed aspect of the team and
Kyabram.
throughout her life and provides a sense of
ministry. Be Not Afraid (Be Delany) mission, purpose and
captures the courage of energy. St Augustine was
Delany and in turn the one who lived life to the
sisters, who left what was full and this motto hopes
known and comfortable, to inspire our house
and answered God’s call members to do likewise.
to bring the Good News
of the gospel to others in
need.
9College Leadership Team
The Leadership Team is responsible for the Catholic ethos, educational
leadership, pastoral wellbeing, curriculum and implementation of school policy
as formulated for the day to day running of the school.
Principal: Brayden Stone
Deputy Principals: Melissa Key – Student Learning and Professional Practice
Carolyn Goode – Wellbeing
Kylie Morrissey – Catholic Identity and Community
Leadership Team
F-4 Community Leader Student Learning and Professional Practice:
Erin Emmett
F-4 Community Leader Community and Wellbeing:
Penelope Jenner
5-8 Community Leader Student Learning and Professional Practice:
Corey Carver
5-8 Community Leader Community and Wellbeing:
Anthony Poppa
9-12 Community Leader Student Learning and Professional Practice:
Brad Downie
9-12 Community Leader Community and Wellbeing:
Michelle Downie
10General Information for Parents
and Guardians
Accidents and illness students on school camps, school sports
(including sports out of the school
Despite our best efforts to avoid
hours, as long as they are organised by
accidents occurring, when they do
the school), work experience, as well as
happen we act promptly to minimise
travelling to, and from, school or school
injury or aggravation to injury. It is our
activities. This also includes any activity
policy to seek the best medical support
organised or authorised by the school.
for students who suffer injury from an
accident. This may involve calling an To reduce the risk of transmission of
ambulance. We have the same response COVID-19 any unwell staff, children and
to serious illness. young people should remain at home.
All unwell students must stay home.
Whilst school accidents are covered by
If a child is unwell parents/guardians
insurance (see below), this insurance
should arrange testing for COVID-19 and
does not cover the costs of ambulance
students should stay home until the test
callouts. Parents need to be aware of
result is known. KDHS can be contacted
this, as costs of ambulance travel have to
on 5857 0212. If a positive result occurs,
be met by parents.
parents/guardians should contact the
Ambulance costs are very high. College immediately.
For example a minimum call-out is
$1,500.00, an emergency trip to Bendigo
is $2,500.00+, a trip to Melbourne is
$4,500.00+.
We strongly recommend that families
consider taking out membership of
an Ambulance Fund, which covers all
ambulance transport for the family.
Pensioners and holders of Health Care
Cards are entitled to free ambulance
transport for all persons listed on the card.
All students will be covered by the
Catholic Church Insurance (CCI) School
Activities Insurance cover, which covers
11Anaphylaxis Anti-bullying
management St Augustine’s College believes that
Anaphylaxis is the most severe form people have a right to be safe and feel
of an allergic eaction, and whilst all safe, to feel valued and to feel affirmed.
staff undertake training on anaphylaxis The school aims to provide a no bullying
management, parents must ensure that culture. Our Pastoral Wellbeing Policy
they inform the College if their child has states that we believe:
been diagnosed at risk of anaphylaxis.
– all children have the right to
Parents of an anaphylactic student must be safe and feel safe.
meet with their Teacher Advisor (TA) at
– in providing a safe environment that
the commencement of each school year
facilitates learning appropriate to
to complete an individual anaphylaxis
the student’s stage of development
management plan, this includes an
through school wide positive
ASCIA Action Plan. Parents must also
behaviour supports (SWPBS).
provide the school an auto-injector
device and medication if required. – in developing positive relationships,
resilience and empathy.
Parents are also required to inform the
College if their child’s medical condition – in developing each student’s ability
changes and to provide an up to date to take responsibility for their
photo for the emergency plan. Our actions and to understand and deal
College follows procedures that are with consequences in a variety of
compliant with Ministerial Order 706 in personal and social situations.
relation to anaphylaxis management. Any student who believes they are
a victim or who knows someone is
a victim is encouraged to speak up
and report the bullying. TA teachers
or Community Leaders are all open
to listening, however we also have
an online option using the Student
Wellbeing Self Referred Form on SIMON
under school related links.
12Asthma, epilepsy or Attendance
diabetes management Schooling is compulsory for children
Students who experience asthma, and young people aged from 6-17 years
epilepsy or diabetes require an up to date unless an exemption from attendance
Management Plan written and signed by or enrolment has been granted. Daily
their GP/diagnosing specialist each year. attendance is important for all children
The relevant forms are available from and young children to succeed in
the office. Parents are asked to consult education academically, socially and
with their GP to complete the details developmentally. School participation
of the plan and have it returned to the maximises life opportunities for children
College before the school year begins or and young people.
upon diagnosis. The Wellbeing Leader The school day begins at 8.50am with
organises a meeting with the parents to TA (Teacher Advisor Group) for students
ensure a College management plan is in in Years 5-12. Children from F-4 are
place and signed by the parents. encouraged to be in classrooms engaged
The information provided is displayed for in morning routines from 8.50am ready
staff and emergency teachers. to start at the 9am bell. Students must
attend school every day and be present
for the beginning of every lesson
Assemblies unless they have a legitimate excuse,
identified by the College or their parents/
The whole school gathers normally
guardians. When a student is absent,
fortnightly to share a prayer reflection,
parents/guardians are expected to
acknowledge achievements and share
notify the College office at their earliest
newsworthy events. Dates for assembly
convenience. Messages can be left prior
will be advertised at the start of each
to the office opening at 8.00am.
term. Many parents and family members
attend both whole school and unit Parents can also log in to PAM to notify
assemblies. All are very welcome. of their child’s absence and check their
Communication of these events is child’s attendance record in real-time
through the coming events calendar on through PAM.
the newsletter or available through PAM.
At present, our goal has been to
encourage physical distancing and reduce
large gatherings. For this reason whole
school assemblies do not occur. Forums
for larger groups will occur through
zoom.
13Our student attendance guidelines state Our roll marking system notes student
the following responsibilities: absences as follows:
Parents – School Related Absences (SRA) would
be entered if the student is missing a
– Ensure their child attends school daily.
class which would still be running on
– Inform the school of the reason for a that day. For example, if there is an
child’s absence. all day Biology excursion or a team is
– Inform the school in advance of attending inter-school sports.
upcoming known absences. – School Acknowledged Absence (SAA)
College would be entered if the student is
missing a class which would not be
– Records student attendance
running on that day. For example,
twice daily in primary classes and
school sports day.
for every period in secondary
classes through SIMON. – Parent Notified Absence (PNA) is used
by the TA/classroom teacher or office
– Follow up student absences through
staff when a parent has notified of an
communication with parents.
absence - e.g. illness, family holiday
– Note the reason for absences. etc.
– Report any concerns re absences
to the Wellbeing Team.
– Report the annual rates of Bus travelling
attendance to the community
Country children wait with the bus
through the annual report.
duty teacher until 3.25pm. Then they
– Ensure regular monitoring either catch the early bus or if a late
of attendance data. bus traveller, they wait with the bus
– Follow up unexplained or duty teacher where they are supervised.
repeated absences with families If your child is a bus traveller please
and or external agencies. provide their teacher with a written
note, stating time and route. At all times
For long absences, arrangements must
respectful behaviour is expected of our
be made with the Principal regarding the
bus travellers. Junior students are able
holding of a place.
to be buddied with older students until
they become familiar with bus routines.
Further information about buses can be
accessed through Nicole Elliott at the
front office.
14Canteen Child Safe organisation
An excellent lunch service is provided by As a Child Safe organisation all staff
the school canteen. An itemised price list are committed to providing a safe
will be available with the first newsletter and nurturing environment for all of
of the year and/or upon request. Children the young people in our care. We are
are encouraged to eat all lunch or take it committed to ensuring that the seven
home. No food is to be put in the bins. Child Safe standards are explicitly
Foundation to Year 2 students do not adhered to by all staff members
attend the canteen. Instead all orders and and volunteers to ensure a safe and
change are delivered to their classroom. supported environment for students to
grow, learn and flourish.
Years 3 & 4 lunches are delivered to the
classroom and other preordered morning Further information, including the
tea items are picked from the canteen processes for making a report regarding a
window. Years 5 to 12 students hand disclosure or concern around child abuse,
their morning tea and lunch orders can be found on our College website
into the box located near the canteen under the ‘Wellbeing’ tab:
window in the morning and pick them www.sakyabram.catholic.edu.au/
up from the canteen window at recess wellbeing/child-safety
and lunchtime. The canteen operates on
a preorder system only.
15Child safety reporting process
Who can Staff member or
Parent Child
report? volunteer
Any child safety concerns including:
What to • Disclosure of abuse or harm
report? • Allegation, suspicion or observation
• Breach of code of conduct
• Environmental safety issues
Call 000 if a child is in immediate danger.
Face to face verbal report, Student Wellbeing Self Referral form on SIMON,
How?
letter, email, telephone call, meeting.
Who to? Child Safety Officer, TA, class teacher, Principal, Deputy Principal.
The Child Safety Officer, TA, class teacher, Principal or Deputy Principal will:
• Offer support to the child, the parents, the person who reports and the
accused staff member or volunteer.
What • Initiate internal processes to ensure the safety of the child, clarify
happens the nature of the complaint and commence disciplinary processes (if
next? required).
• Decide, in accordance with legal requirements and duty of care whether
the matter should/must be reported to the police or Child Protection and
make a report as soon as possible if required.
Investigation outcome decided, relevant staff, volunteers, parents and child
Outcome notified of outcome of investigation. Policies and procedures are updated
where necessary.
16Communication portal and can also be requested from
college reception.
St Augustine’s College is committed
to developing and maintaining strong
relationships between families and Cyber safety
the College community. Parents are
Source: Child Youth and Women’s Health
always welcome and encouraged to
Service – Parenting and Child Health site
make contact with the College, and the
following pathways for communication Cyber bullying is a more sophisticated form
are also in place: a fortnightly newsletters of the bullying that takes place in schools,
and SMS, email contact, subject playgrounds, worksites and wherever
teacher conversations and Teacher there are groups of people. It is done with
Advisor Program. The College website the intention of harming another person.
also provides valuable information for Unlike the regular kind of bullying, cyber
upcoming events. The primary mode of bullying is not face to face and it can follow
parental access to information, including a person into places which are usually
student progress is through the online safe – such as in their own home. It may
PAM. If you do not have your own even be being perpetrated by a bully who
unique family login and password please doesn’t actually know the victim, and it can
contact the office. be very hard to trace back to the bully as
the real name may not be used.
Cyber bullying uses the Internet,
Courtesy and respect
mobile phones or other electronic
Despite the circumstances in which we, communication systems to send or
students, parents and/or staff may find post text or images in order to hurt
ourselves, it is a very clear expectation or embarrass someone. Some of the
that our response to any situation is one things that cyber bullying include are:
which conveys courtesy and respect for teasing and making fun of someone,
the dignity of others. Crude or offensive spreading false rumours online, sending
language, outbursts or actions which unwanted messages, sending the
are violent, or which imply violence, will same negative messages repeatedly,
not be tolerated by students, parents or defamation or taking embarrassing
guardians. This also applies to the use of photos and passing them on without
electronic communications. permission. Cyber bullying may involve
The college has a parent code of conduct occasional messages, but it can also be
which is a condition of enrolment and frequently repeated, highly disturbing
re-enrolment at the college. A copy of messages. The targeted person often
the parent code of conduct is accessible feels powerless and may not know how
on the college website under the policies to stop it or who it is coming from.
17Prevention website that could embarrass, harass
It is best if young people can prevent or upset others. Suggest that they ask
cyber bullying happening by guarding themselves the question,”How would
contact details: I feel if someone was doing this to
me?”
– Only give your mobile phone number,
instant messaging name or e-mail 4. Work out the rules with your child for
address to trusted friends, and keep a the use of technology in your family
note of who you’ve given it to. and the consequences for not sticking
to them.
– Consider using caller ID blocking
to hide your phone number when 5. Report bullying to the school if that
making calls. is where you suspect the bullying is
– Similarly, don’t leave your name on coming from.
your voicemail. 6. Links to reporting online abuse can
– Don’t give your details to people you be accessed through the eSafety
don’t know – or don’t want to know! Commissioner website located at
www.esafety.gov.au
What parents can do
Get involved by learning all that 7. If serious threats are being made then
you can about the information and the matter may be reported to police.
communication technologies that your Your local police station will tell you
child is using. Your child will probably about this.
rather enjoy ‘being the teacher’ and 8. Report the problem to your phone
showing off their skills. service provider if the mobile phone
1. Discuss the issue of safety with your is the instrument used to bully. They
child. Reassure your child that you are also will have ideas about what could
there if they need help. be done to lower the risk of bullying
by phone.
2. Watch out for signs that your child
is being bullied online. Maybe they 9. If you think your child may be bullying
don’t want to use the phone or someone else you could check the
computer, or maybe they try to get phone account to see where the calls
out of going to school or are not are going.
using their mobile. 10. You might check your child’s phone
3. Talk to your child about using the messages, in and out boxes, if you
phone and internet responsibly. suspect bullying is taking place – but
Eg, that they shouldn’t send any you need to consider your child’s
messages or post anything on a rights to privacy too – and this can be
difficult to balance.
18Other Sites: Emergency contact
Bullying - No way: An Australian site information
created by and for Australian school
Quite frequently we need to contact
communities.
parents regarding the welfare of their
Advice for parents, schools and students children, particularly on occasions such as
about all forms of bullying. accidents or illness. It is of vital importance
www.bullyingnoway.gov.au that your contact details be up-to-date in
The eSafety Commissioner website regard to address, telephone numbers,
provides a comprehensive guide for contacts, etc.
parents, young people and educators
regarding online safety. There are links
to reporting online abuse as well as Emergency
advice and support services. management plan
www.esafety.gov.au
Each staff member is familiar with and
eSmart has information of our “Emergency
eSmart Schools is a behaviour-change Management Plan”. Evacuation drills
initiative in over 2,200 schools across are carried out at least once per term
Australia. The eSmart Schools Framework to ensure all children and staff are well
is designed to help schools improve practised in responding to the various
cybersafety and reduce cyberbullying and emergency situations that may arise.
bullying. We are an eSmart school.
19Exit process If any member of staff becomes aware
that a student is contemplating leaving,
A student who intends leaving the the Principal should be advised and they
school during the year should notify will arrange contact with the parent/
their Community Leader and arrange an guardian and arrange a meeting with
interview with the Principal. them and their daughter/son to discuss
As a College we also wish to ensure that the situation. This is an attempt to address
students leaving the College are offered an emerging situation in a proactive
every possible support and are fully fashion.
aware of the options open to them. The
Principal, Community Leaders, Pathways
coordinator, TA teacher and subject Family holidays during
teachers may all have something to school times
contribute.
Removing children from school for an
On many occasions we become aware extended period of time can impact on
of the student’s intention to leave when their learning. Parents who wish to take
they request an ‘exit form’. This request is children out of school during school
made to the enrolment coordinator and is time for an extended period of time are
granted if there is a note from the parent/ requested to inform the Community
guardian or if phone contact has been Leaders, in writing no later than 3 weeks
made in advance The family interview is ahead of the intended time of the
to be convened by the Principal and will holiday. The Principal will consult with
involve other members of staff as deemed the Community Leaders and appropriate
appropriate or whom the family request members of staff about the intended
to be present. The purpose of the family student absence and parents will be
interview are as follows: notified of any concerns in relation to
the request. Depending on the age of
– To ensure that the student really
the student, they may be expected to
wants to leave the College.
complete some work tasks whilst away.
– To ensure that all College
support measures are in place
for the departing student.
– To inform families of support
mechanisms outside of the College,
should the decision be made
that their student will leave.
– To evaluate our performance.
20Fees and levies Government allowances
The College fees and levies are Camps and Sports Excursion Fund
determined in December each year. (CSEF)
Families are provided with a payment plan The camps and schools excursions fund
to meet payments weekly, fortnightly, payment scheme provides families that
monthly or quarterly. Payment options hold a current health care card, Veterans
available are cash, cheque, credit card or assistance card or are a temporary foster
direct debit. All fees are required to be care family with financial assistance, with
finalised by November in each year. camps and excursions for the school year.
If you hold one of these cards, please
contact the school office to complete an
Finance application form.
The school is financed by:
Conveyance Allowance
1. Recurrent Government funding
A conveyance allowance is payable
– State and Federal based on the
to students who live more than 4.8
number of students at the school
kilometres from their closest bus stop.
2. School fees Application forms are available from the
Grants money and school fees assist in Office.
providing for staff salaries, maintenance,
administration, refurbishments and class
materials. Grounds
The school grounds are private property
and only those with legitimate business
General office should be on the property. Students
The College office is open to assist with should not encourage visitors/friends to
any queries, information or appointment call or visit them during the school day. All
arrangements. All visitors to the College, visitors must report to the College office.
including parents and guardians, must
report to the office before continuing onto
the grounds unless dropping off or picking
up students at the start or end of the
school day. Office staff will endeavour to
pass on messages left for students at recess
and lunchtime.
Hours
Monday to Friday: 8.30am - 4.00pm
21Learning and Teaching Principle 2: High expectations for all
learners
Framework
We expect nothing less than our
The following framework was developed
own personal best in all that we do.
by our College following a year long
High expectations for all learners are
process of discernment, research and
underpinned by a growth mindset.
leadership work with Dr Julia Atkin. It
Learners are challenged and extended
represents the key principles around
through differentiation and scaffolding.
learning that guide our teaching
A commitment to the success of
practices, creation of environments and
each learner is supported by shared
engagement of students in the learning
accountability and consistency of
process. Whilst these principles are
expectations. Feedback for growth is
supported by educational research they
undertaken by quality dialogue between
are also supported by the evidence of
learners, teachers and families and is
what our teachers have found works best
the basis in which we collaborate for
for our students.
improved outcomes.
Principle 1: Knowing the learner
Principle 3: Learning in collaboration
We believe that students are individuals
We understand ourselves as social beings
with differing learning styles, strategies,
who learn from each other in many
prior knowledge, experiences and
different ways. Neuroscience confirms
intelligences. Students respond best
that we learn through social interaction,
when their learning is tailored to their
therefore opportunities for collaboration
individual needs and interests and can be
are key to a rich, contemporary learning
presented, expressed and assessed in a
environment. Rinaldi (2009) reminds
supportive and collaborative environment.
us that “Learning is an ongoing and
They are encouraged to develop skills in
reciprocal process that comes from
identifying and questioning values and
relationships with one another and the
beliefs, acknowledging and challenging
environment.” Learning in collaboration
assumptions and placing learning
requires an environment where respect
within context. Our students grow most
and trust are present. The skills and
effectively when they deeply reflect
attitudes we develop through working in
on their learning with a view to future
collaboration with our peers translate into
growth.
transferable, lifelong skills which enable
us to be positive, contributing members of
the wider community.
22Principle 4: Purposeful learning Library
We believe that when the learner has an The library aims to support the
authentic stake in their learning powerful educational programs of the College and
things happen. We believe that learning the reading interests of the students.
is continuous. Learners can achieve this Our collection includes books, electronic
by being enquiring, curious, passionate, books, journals, equipment such as
reflective, creative and critical thinkers. cameras and newspapers. All of these
Learners take responsibility for their may be used within the library, taken
learning in a framework that is inspiring, home or accessed online through our
dynamic and rigorous with the learner at St Augustine’s Library Catalogue link on
the centre. They draw on knowledge at SIMON.
the time of learning and understand the
motivation they need to succeed. They are Students are welcome to use the library
empowered to know that their learning before school, at recess and lunch time
and actions have a purpose beyond the and after school. The library is a shared
classroom, in a global, contemporary space used by the whole school so we
society. need to show respect for each-other by
working quietly.
Principle 5: Learning in a safe and Trish Baker and Jo Oliver will be happy to
supportive environment assist if you have any questions.
The physical and emotional wellbeing Hours
of young people are essential pre Monday to Friday: 8:30am - 4:15pm
conditions for learning. Learners thrive
in environments that are safe, supportive
and foster a sense of belonging.
Consistent expectations around positive
behaviours promote learning.
Mutually respectful relationships
encourage a learning culture that builds
confidence and resilience whereby
mistakes are seen as opportunities for
growth. Purposeful and intentionally
designed learning environments provide
stimulating and flexible opportunities for
learning. The integrated use of technology
ensures our learners are connected to the
world.
23Lockers and student Medicines (First aid
tubs procedure)
Lockers and student tubs are to be used Parents/guardians are required to supply
for storing student equipment. Items medication in its original packaging which
of value should only be left in a locked includes the name of the student, the
locker. Families are required to supply a date, the dose and the time it is to be
lock to secure student belongings. Where given. Medication may then be transferred
there are reasonable grounds to suspect to a weekly dispenser pack. The ‘record
that there is material in the locker which of medication provided’ will be signed
is inappropriate or illegal, lockers can be by both the parent/guardian and an
searched by a member of the College office staff member. All medicines are
Leadership Team. administered by the office staff. Students
may only take their medicine by going to
the office and obtaining their medicine
Medical conditions from the office staff The student’s name
It is essential that school records are kept and medicine name will be written on
up to date about a student’s medical the medicine record sheet provided in the
condition, especially as to its impact office.
during school hours. Parents/guardians are
asked to notify the class teacher (F-4) or
Mobile phones
TA (5-12) if there is relevant information
to be shared. In the event of a serious If a student brings a mobile phone, a
health issue, failure to inform the College smart watch or associated device to the
could be considered a breach of the College the requirement is:
enrolment contract. – Mobiles phones are to be switched
off (or on silent) while at school and
locked in lockers during school time
(from first bell at 8:50 am to last bell
at 3:20 pm)
– Smart watches need to be put in
‘aeroplane mode’ if they are worn at
school
– When not at school but at a school
event, mobile phones should remain
switched off or on silent, be out of
sight, and in a secure location
24– Air pods, blue-tooth headphones, Operoo
earbuds are to be paired/connected
only with school computers. These Operoo has an innovative parent
are only utilised in class with teacher controlled electronic medical form for
permission. No student should have schools, clubs and other groups with a
these devices on in the yard or at duty of care. It’s an electronic version
school event of the paper based forms you’re always
having to fill in for excursions, camps,
– Students who need to make
etc. It provides you the opportunity to
‘important’ phone calls during the
update medical information promptly
day are asked to go to the College
and accurately while providing the school
office and request assistance from the
with instant access to the emergency
receptionists.
information provided by you. We will
St Augustine’s College does not accept be using the Operoo system in the
any responsibility for the loss or damage best interest of the children whilst also
to mobile phones, smart watches and reducing the burden on you to fill out
associated devices such as air-pods, the same information on multiple forms
earbuds, headphones or Bluetooth throughout the year.
speakers.
All excursion,camp permissions and
Parent may contact their son or daughter information will now be via Operoo.
by ringing the College office on
Please ensure your email address is up to
(03) 5851 3000. A message will be
date with the school office.
delivered to the student as soon as
practical. If a student is unwell, contact
with parents should be made through the
College office.
Newsletter
A newsletter is emailed home fortnightly
to each family. The newsletter contains
current news, coming events, sporting
reports and requests for help at certain
times of the year. The newsletter is
available via email or on the school
website www.sakyabram.catholic.edu.
au, or if requested, a hard copy can be
provided.
25PAM PAM is the Parent Access Module for the school operating system. Parents can log in with their unique code to view general school information including daily messages, upcoming events and timetables and track due dates for assessment tasks for all students in Foundation to Year 12. This portal is also where parents access all student reports. Parents are provided with a personal access code which is provided to each family shortly after the student commences at the College. How do I log in to PAM? Go to web.sakyabram.catholic.edu.au:88 Enter the unique username and password provided to you. If you cannot find your username and password, please contact the College office. On your first login, you should set your email address. Click MY SETTINGS tab in the top right corner of the screen. 26
Here you can reset your password as well.
Home Screen
After you login you will be presented with the home screen. Here you can view
information for each of your children currently attending the school. Click on each
student’s name for additional information. Daily messages from school as well as
upcoming events are displayed in the left hand column.
Additional documents and further information can be found under the Knowledge Bank
tab in the right hand column.
27Parent assistance Parental/family
Parents are encouraged to assist in
engagement
various areas within our school. Parents College Advisory Council
choose to assist in many ways and
The College Advisory Council is an
are encouraged to assist in many class
advisory group for the Principal and is an
activities. We are indeed grateful to all
active forum for parents and community
parents who offer to assist our school.
participation, providing support and
As part of our compliance with the Child advice principally in strategic planning and
Safe Standards all volunteers, including school improvements.
parent helpers, are now engaged at the
College following a written application, Membership
interview and reference check. All Prior to the expiry of the term of office
volunteers must hold a current Working for elected members, nominations will be
with Childrens Check. Application forms invited through the College newsletter.
can be obtained from the office. All parents are invited to submit their
intentions. Nominations should be in
writing and delivered to the Principal by
the designated date
The Council's strategic leadership includes:
– Renewal and development of the
Vision of the school support for
the development, implementation
and cyclic review of school policies
in line with CES policies and VRQA
compliance requirements.
– Collaborative development of
the school improvement plan
and the annual action plan.
– Support for the cycle of school review.
– Oversight of the annual
budget, financial statements
and capital planning.
28Family Engagement Framework 4. To provide opportunities for families
The key goals of the framework are: to gain insights into the life of the
school, current development in
1. To reach out to all associated with the
education and Catholic education in
school to build a friendly and
particular.
welcoming faith filled community
which seeks to involve all its 5. To promote the building of
members. community through support of school
and parish events.
2. To promote positive communication
amongst the school community. 6. To raise funds to provide resources
and opportunities for enriching the
3. To provide assistance from a parental
learning environment of the school.
perspective to the School Board in
school improvement processes 7. To provide avenues for social
informed by the annual action plan. interaction between parents and
friends of school students.
ST AUGUSTINE’S COLLEGE
FAMILY ENGAGEMENT FRAMEWORK
PROJECT / PROJECT / PROJECT / PROJECT /
EVENT TEAM EVENT TEAM EVENT TEAM EVENT TEAM
Projects/Events teams are short term with focus determined by Core Group/School Board
CORE TEAM FAMILY WORKSHOPS - ONE PER TERM
SCHOOL PLANNING Focus determined by Core Group using family feedback
BOARD MEETING
FAMILY TWICE PER
ENGAGEMENT TERM WITH
SUB DP: CATHOLIC
COMMITTEE IDENTITY AND TERMLY - CUPPA AND CONVERSATION - CATCH UPS WITH COLLEGE LEADERSHIP
COMMUNITY Focus determined by Core Group using family feedback
CLASS/YEAR LEVEL REPS - AS REQUIRED
29Parking/pick up and Car Parking
drop off zone • Croquet and Bowl Club are available
for parking.
St Augustine’s College priority is the safety
• Please adhere to signs displayed in the
of our students and staff, when entering
Croquet and Bowls Club parking area.
and exiting the College grounds.
• Children are not to walk on greens/
Church St Drive Through lawns of the Croquet and Bowls Club
• When entering Church St Drive • Do not park along the grassed area at
Through, to move as far down as the front of the church.
possible without blocking off to the
flow of traffic. In order to practise physical distancing
and minimise the interaction of students
• If the Church St Drive Through is full,
and adults within the school and at
please complete a drive around the
school entry points, the College has
block and re-enter
staggered drop-off and pick-up times.
• Parish House entry is to be clear at all This is to reduce the number of adults
times. congregating at the school gate or
• Students are to enter and exist vehicles footpath. Parents are not permitted on
from the footpath side at all times. school grounds and should drop off and
Church St and Tulloh St Exits pick up in the allocated zones
• Students walking, riding or being
picked up by parents should only be Pastoral Wellbeing
using the Church St or Tulloh St exits.
Our St Augustine’s community is unique
• Years 5-12 students using the Tulloh
in culture and character; therefore, our
St crossing will exit from the gate
pastoral wellbeing system is also unique.
between the Tolle Lege and Strength
We take our inspiration from the life of
and Kindliness buildings before moving
St Augustine and the work of the Sisters
down to the crossing.
of Saint Brigid. Our care for each other is
McCormick Rd Exists an expression of our Vision and Mission
• Bus travellers only to use the Statement in alignment of our College
McCormick Road gates. Values.
• All other students will be required to Our processes and structures have been
use the Church St school exit. established to assist all students and their
• Families may park in McCormick Rd families and to strengthen and support
and and walk down to meet your student wellbeing across the College.
children at the Church St entrance
30Wellbeing is at the forefront of the St Augustine’s College realises the worth
Teacher Advisor system across the in expressing a real care for each other.
College. The TA group is at the basis of All members of our community, whether
the wellbeing program with TA teachers they are students, staff or parents, should
playing a key role in ensuring the needs feel comfortable in the knowledge that
of students in their care are addressed. an appropriate level of support will
always be available.
The College also conducts a range
of formal programs and age specific
programs aimed at enhancing wellbeing
and resilience. The You Can Do It Permission to leave the
Program is taught in Foundation to College during the day
Year 6, with the College currently in the Students need to present a note from
process of establishing a social emotional their parents or guardians to their TA
program to work alongside our SOLE teacher stating the reason and period
framework from Foundation to Year 12. of time they request permission to leave
Our College Pastoral Wellbeing team the school grounds. The TA teacher will
is available to support students and sign the note, then the student takes the
families. note to the office staff and is granted
permission to sign out. If the student
The following staff form the team:
is returning, upon the student’s return,
– Penelope Jenner, F-4 Community the student needs to then sign back in
– Anthony Poppa, 5-8 Community at the College office. All F-6 students
must be accompanied by a parent when
– Michelle Downie, 9-12 Community
leaving the College during the day. Years
– Joanne Giudicie and David Adamson,
7-12 students are encouraged to be
Student Wellbeing Officers
accompanied by a parent.
– Carolyn Goode, Deputy Principal
Wellbeing
St Augustine’s College engages
additional support for students and
their parents/guardians through external
referrals to services such as Catholic care,
KCLC family services and Orange Door/
Child First.
31Positive behaviour There are consequences for students
support whose actions deny these rights to
others.
It is our goal to develop every aspect of a
young person’s life – physical, emotional, Young people attending our school
social, spiritual and intellectual. have a right to be safe and feel safe,
so there are consequences for students
Positive behaviour support plays an who mistreat others physically, verbally,
important part in shaping the life of a socially or emotionally.
young person. Self-discipline including
responsibility and accountability for Restorative practices, behaviour support
behaviour should always be encouraged. and other plans are used to rebuild right
relationships between students and staff
Our school follows a PBS (Positive and to teach acceptable behaviour. For
Behavioural Supports) framework, known more serious incidents, consequences
throughout the College as SOLE. Our may include removal from particular
expectations are based around RESPECT - activities, in school detentions or external
Respect for self, others, learning and the suspension. In extreme cases expulsion
environment. Our school promotes the may result. This would only occur in line
development of self-esteem and social with Catholic education and Department
skills to ensure that we acknowledge of Education guidelines. Further
and value the contributions of others. information is available on the College
We believe it is important to recognise website in the policies portal: Student
and acknowledge positive achievements Behaviour Management Policy
by our students. This is done via TA
meetings, assemblies, College social These consequences are explained
media and newsletters. to students so that when they make
decisions, they are aware of the
Staff members work with students to consequences of their decisions. We have
teach, explain and model appropriate an extensive cyber safety policy which
behaviour in a teaching and learning can be accessed through the school
community. Students are provided website or the PAM module.
with opportunities to learn how to
interact with each other to develop an
understanding of how our behaviours
affect and impact other people.
Because we believe that every student
has a right to learn and every staff
member has a right to teach.
32Privacy legislation School crossing
Privacy legislation is implemented at St All children who travel by foot, bicycle or
Augustine’s in a number of ways. If you car should enter and exit in Church Street
have any queries about the dissemination where the crossing is manned by a Shire
of information, please contact the Crossing Supervisor in the morning and
Principal. Upon enrolment, parents/ also at dismissal. Children may also be
guardians indicate if student photos dropped off and collected in Tulloh Street,
can be used in College publications. If which is also a supervised crossing. Bus
for some reason this situation should travellers are picked up at the McCormick
change, please notify the school Road entrance. Parents should not collect
immediately. children at McCormick Road.
Punctuality School website
It is important that students are punctual St Augustine’s College has produced a
for all lessons. Students who arrive after website that is available online at:
8.50am must: www.sakyabram.catholic.edu.au
1. Report to the front office The website offers a great deal of
2. Be registered as a late student information to the public. Newsletters,
If students are leaving school, they are articles, pictures, selected policies as well
required to sign out at the front office as the latest events are regularly published
and sign in when they return using the on this site.
SIMON kiosk.
SIMON
Religious Education SIMON is the College’s online Learning
As a Catholic school Religious Education Management System, where students
is core to our mission and existence. access their courses, receive their daily
Therefore it is a compulsory subject for notices and access other important links
all students at all year levels. All students, to benefit their educational experience.
regardless of their own religious
affiliation, are expected to participate in
the RE program including the Source of
Life curriculum, seminar days, retreats
and masses.
33St Augustine’s Parish Students who drive cars
As a parish school our College has a Driving to school is a privilege extended
strong partnership with our parish. to Years 11 and 12 students with a
Fr John Paul Pasala, our Parish Priest, driver's licence. St Augustine’s College
ministers to our College community in suggests that parents discuss the
many ways including weekly masses, importance of driving safely near a
whole school celebrations, sacramental school with their child. If students
program support and School Board drive to school the following applies:
involvement.
– Cars parked in the street at own risk
Families who enrol at St Augustine’s - no driving onto school property
are welcomed as a part of our parish
– For travel to and from school students
community.
should not transport other students
For information concerning the Kyabram unless they are siblings or permission
Catholic Parish, use the link below: from the parents/guardians of
www.staugsparishky.org.au the passenger has been sought
The Church recognises the parents as the – Students are not to drive to
primary educators in faith and the school and from school excursions.
support parents through our Religious
Education program. The Sacraments of
Reconciliation, Confirmation & Eucharist
are parent/child centred and co-ordinated
through the parish, usually when a child
is in Year 3.
34Sun Smart policy Teacher Advisors (TA)
Hats are to be worn outside from TA teachers are the ‘first point of call’ for
week 7 of Term 3 through to ANZAC Day parents and students. Their immediate
in Term 2, including all of Terms 1 and 4. concern is the pastoral and academic
progress of the student. They are
All students will be encouraged to wear
responsible for attendance records and
sunscreen once the UV index reaches
as a conduit for information about the
3 or above. Sunscreen is available in all
student between parents, other staff and
learning spaces and at college reception.
the student themselves.
If you would prefer your child use their
own sunscreen (due to skin irritation or Students from Foundation - Yr 8 have a
allergies) please supply this to your child's teacher within their learning space as a
TA. The sunsmart widget (displays the TA. Year 9 students are assigned a TA who
daily UV index) is on the college website, stays with them until the end of year 12
SIMON and PAM. to optimise the building of relationships
between students and families.
Supervision TA interviews are conducted 2 times each
year at a time that is mutually suitable
Supervision of school grounds begins for students, families and staff. There is
at 8.30am. Students are not expected an expectation that families attend these
to arrive at school prior to 8.30am. All meetings.
classes conclude at 3.20pm and it is
expected that students do not loiter The program acts as the single most
around school but make their way home. important relationship between student
After school supervision concludes at and teacher. Teacher Advisors serve
3.40pm where students who have not as coaches, mentors and role models.
been picked up will be brought to the The focus is on building a relationship
front office. Bus travellers are supervised between student, parent/caregiver and
until the final bus leaves. teacher with the aim of improving the
student holistically and academically.
Program Support Meetings (PSG)
Program Support meetings (PSG) are held
once per Term for students across the
College who have a personalised learning
plan
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