St Paul's College 2021 Handbook I Page 1 - St Paul's College
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
St Paul’s College 2021 Handbook I Page 1
CONTENTS
PRINCIPAL’S WELCOME ............................................................................................................................................... 3
VISION AND VALUES ..................................................................................................................................................... 4
RELIGIOUS IDENTITY .................................................................................................................................................. 5
PASTORAL CARE and student wellbeing .................................................................................................................... 6
PASTORAL CARE and student wellbeing .................................................................................................................... 7
OUR COMMON GROUND ............................................................................................................................................... 8
2021 TERM DATES AND DAILY ROUTINES ................................................................................................................. 9
PARENT INFORMATION ............................................................................................................................................... 10
Absences and Late Arrivals ......................................................................................................................................... 10
Sick Room and Medical Appointments ........................................................................................................................ 10
Other Communication .................................................................................................................................................. 10
Reporting and Parent/Teacher Interviews ................................................................................................................... 10
Expectations of Students ............................................................................................................................................. 11
HOMEWORK .................................................................................................................................................................. 11
Homework Club ........................................................................................................................................................... 11
Reception to Year 2 ..................................................................................................................................................... 12
Year 3 to Year 12......................................................................................................................................................... 12
CURRICULUM OVERVIEW ........................................................................................................................................... 13
Reception to Year 2 ..................................................................................................................................................... 13
Year 3 to Year 6........................................................................................................................................................... 14
Year 7, 8 and Year 9.................................................................................................................................................... 14
CO-CURRICULAR ACTIVITES ..................................................................................................................................... 15
Summer co-curricular activities (offered in Term 1 and Term 4) by year level ........................................................... 15
Winter co-curricular activities (offered in Term 2 and Term 3) by year level ............................................................... 15
CO-CURRICULAR ACTIVITES ..................................................................................................................................... 16
All Year-round co-curricular activities (offered in Term 1, Term 2, Term 3 and Term 4) by year level ....................... 16
CAMPS AND EXCURSIONS ......................................................................................................................................... 16
Camps ......................................................................................................................................................................... 16
Excursions-Incusions ................................................................................................................................................... 16
PARENT PORTAL - SEQTA Engage ............................................................................................................................ 17
STUDENT PORTAL - SEQTA Learn ............................................................................................................................. 17
APPS ........................................................................................................................................................................... 17
INCLUSIVE EDUCATION .............................................................................................................................................. 18
COLLEGE UNIFORM ..................................................................................................................................................... 19
Uniform Shop ............................................................................................................................................................... 20
COLLEGE CANTEEN .................................................................................................................................................... 21
OSHC .............................................................................................................................................................................. 21
SCHOOL BANKING ....................................................................................................................................................... 21
TRANSPORT .................................................................................................................................................................. 21
VOLUNTEERING ........................................................................................................................................................... 22
COUNSELLING AND SUPPORT .................................................................................................................................. 22
STUDENT BULLYING AND HARASSMENT ................................................................................................................ 23
Principles ..................................................................................................................................................................... 23
Procedure .................................................................................................................................................................... 23
Definitions .................................................................................................................................................................... 23
Reporting an Incident................................................................................................................................................... 24
STUDENT BULLYING AND HARASSMENT ................................................................................................................ 25
First Response ............................................................................................................................................................. 25
Subsequent Response ................................................................................................................................................ 25
Student Responsibility Flow Chart Years R - 6 ........................................................................................................... 26
Student Responsibility Flow chart Years 7 - 12 ........................................................................................................... 27
KEY CONTACTS ............................................................................................................................................................ 28
NOTES ....................................................................................................................................................................... 29-30
St Paul’s College 2021 Handbook I Page 2
PRINCIPAL’S WELCOME
Dear Parents and Caregivers
On behalf of the St Paul’s College staff, I would like to sincerely welcome you to our extended
community.
We pride ourselves on being a family-based community that strives to make every person feel
welcome, valued and included. In welcoming you, we would also like to thank you for entrusting
your child’s education to us. This is a responsibility we take very seriously. We aim to both
establish and maintain a positive, three-way partnership between the student, family and school.
This partnership is the key to the success of all studnets and enables them to reach their full
potential.
St Paul’s College is a Catholic College in the Edmund Rice tradition. At our heart we have these
four Edmund Rice Education Australia touchstones:
⋅ Liberating Education
⋅ Inclusive Community
⋅ Gospel Spirituality
⋅ Justice and Solidarity
We also have our own St Paul’s College key values, which are:
⋅ Faith
⋅ Relationships
⋅ Excellence
⋅ Diversity
When living of the touchstones and key values, we nurture young people throughout their journey
with us.
Our strong pastoral care system and diverse co-curricular program will guide them across
childhood and the bridge of adolescence, and our aim of academic excellence will encourage
them to achieve their personal best in all they do.
In partnership with families, we will produce fine young people willing to make a positive
difference in their world. We hope this is what you want for your child(ren) too. Welcome to
St Paul’s College.
Yours sincerely
Paul Belton
Principal
St Paul’s College 2021 Handbook I Page 3
VISION AND VALUES
Vision
To enable each student to fulfil their God given potential through active participation in an authentic Catholic
education. This vision seeks to create a culture of C.A.R.E:
⋅ Compassionate and caring individuals.
⋅ Authentically Catholic and following in the footsteps of Edmund Rice.
⋅ Respectful of each individual’s story and responsibilities.
⋅ Enthusiastically striving for excellence together.
We have four pillars that shape and guide us in our care of all students, such that they can be successful in all aspects
of their learning and personal development:
⋅ Living Faith: As a community, we walk in the footsteps of Edmund Rice as witness to the love of Christ that
welcomes and includes all.
⋅ Inspiring Excellence: We are committed to providing quality authentic educational experiences that
encourage individuals to be the best that they can be.
⋅ Connecting Community: Promote and develop a pastoral environment, which builds positive relationships
that enable all individuals to flourish.
⋅ Nurturing Stewardship: Ensuring that all resources are used effectively and sustainably to enable the
ongoing development of all aspects of the College, which enhances our long-term viability.
Values
⋅ Faith: Respect the Catholic ethos of the College; we are all made in the image of God.
⋅ Relationships: Show respect, compassion, courtesy, honesty and fairness to all.
⋅ Excellence: Embrace and apply yourself to all aspects of College life and be the best that you can be.
Diversity: Acknowledge and respect diverse cultures and faith backgrounds and all learning styles.
Our approach to teaching:
At St Paul’s we aim to provide a holistic 21st Century approach to learning and teaching. As such, our teaching
methodology is based on the principals of E.R.I.C.A:
Where teachers strive to provide:
⋅ Engagement.
⋅ Relevance.
⋅ Innovation.
⋅ Creativity and
⋅ Authenticity in all their subjects.
St Paul’s College 2021 Handbook I Page 4
RELIGIOUS IDENTITY
As a Catholic College in the Edmund Rice Tradition we are grounded in a Gospel Spirituality that guides our
approaches in all facets of our holistic education. This identity is most visible in our Liturgical Celebrations, Retreat
Program and Social Justice Initiatives.
Each term there is at least one significant Liturgical Celebration that all students participate in and families are most
welcome to attend. Additionally, we offer various opportunities to engage in charity and advocacy works. Some of
these are through our Christian Service Learning Program which is from Years 7 to 12. We maintain the importance of
looking for the innate human dignity in all our fellow humans and working to restore this when it is ignored. We run
several fundraisers throughout the year for various causes but each year we support Project Compassion, Vinnies,
the Hutt St Centre and the Adelaide Day Centre for the Homeless. We always appreciate the generosity of those who
are in a position to provide assistance.
We hold a retreat for each year level annually. Our Reception to Year
10 Students engage in a full-day retreat that enables them to explore
their relationships with fellow classmates, look at who God is for
them, and encourage them to consider their own spirituality and how
it is developing. These retreats occur during the time frame of a
normal school day and may be conducted off-site. Our Year 11 and
12 students engage in residential retreats. Letters are sent home to
communicate details regarding these events to families. Additionally,
we hold a Reflection Day for our Year 12s to give them the
opportunity to review how they are travelling in Year 12.
"Have courage; the good seed will grow
up in the children's hearts later on."
Edmund Rice
St Paul’s College 2021 Handbook I Page 5
PASTORAL CARE AND STUDENT WELLBEING
Student Wellbeing is essential in the life of St Paul’s College, as it enables learning, growth, confidence and
meaningful relationships. For this reason, our College offers a broad and varied curriculum that includes a continuous
focus on pastoral care to nurture a holistic Catholic education.
All staff and all aspects of our College strive to foster student wellbeing, catering for diverse cultures, varied learning
styles, strengths and individual needs that exist within our school. Understanding that caring relationships enable the
most effective pastoral care of students, Primary Class Teachers are the first point of contact for a student’s pastoral
care and holistic growth for students in Reception to Year 6. Primary classes are horizontal (single year level), which
varies in the Middle Years (Years 7-9) and Senior Years (10-12) Home Groups that are vertically structured within an
allocated House, enabling students to develop a key relationship with a Home Group Teacher and peers for up to
three years.
Upon enrolment, all students are allocated to a House, where they remain for the duration of their schooling.
Particularly in the secondary years 7-12, when Home Groups are introduced, the House structure is the central means
of supporting student wellbeing, as Leaders of House support Home Group Teachers to oversee the pastoral care of
students in the House. Dally, Gleeson, Marlow, O’Loughlin are our four Houses, each fostering a sense of family and
pride that enables students to connect with one another.
In addition to meeting in their class (Reception – Year 6) or Home Group (Years 7-9 and Years 10-12) each morning,
students also engage in a specific, timetabled pastoral care program each week that adds to the wellbeing focus
across the College. In this program, students develop leadership, social and interpersonal skills that equip them with
knowledge and strategies to address the many challenges of childhood and adolescence. Bullying, online safety,
respectful relationships, personal responsibility, resilience and goal-setting are some examples of what is covered in
this specific pastoral care program, maintaining that pastoral care extends to all facets of St Paul’s College.
Annual camps at each year level from Year 4, social justice initiatives, co-curricular opportunities and student
leadership programs provide further opportunities for students to interact in safe environments that challenge them to
reflect on their progress and continually develop. A focus on community is central to pastoral care at St Paul’s, as
students are constantly invited to consider their contributions to other individuals and community more generally, with
the aim of developing active and socially aware human beings.
St Paul’s College believes that regular involvement in a range of supportive, challenging and authentic learning
experiences encourages mental flexibility and motivation to achieve, which in turn prepares our students to become
initiators, motivators and leaders later in life. More importantly, it is these qualities that will make our students active
participants in an ever-changing world.
St Paul’s College 2021 Handbook I Page 6
PASTORAL CARE AND STUDENT WELLBEING
Spiritual Student
Development Leadership
Assemblies Social Justice
PC Curriculum Camps
House / PC
Classes
Pastoral Personal
Responsibility
Care
St Paul’s College 2021 Handbook I Page 7
ST PAUL’S COLLEGE STAFF AND STUDENTS’ PERSONAL RESPONSIBILITY
OUR COMMON GROUND
Our Vision – At St Paul’s we enable each student to fulfil their God-given potential through active participation in an
authentic catholic education.
This vision seeks to create a culture of C.A.R.E.
Compassionate and caring individuals.
Authentically Catholic and following in the footsteps of Edmund Rice.
Respectful of each individual’s story and responsibilities.
Enthusiastically striving for excellence together.
As members of the St Paul’s College Community we are all expected to behave in a manner that embodies the 4
values of the College – A Catholic College for Boys in the Edmund Rice Tradition.
FAITH RELATIONSHIPS EXCELLENCE DIVERSITY
As such we all agree to do the following:
⋅ Demonstrate respect for the Catholic ethos of the College and for all faith backgrounds.
⋅ Demonstrate respect for all individuals in the knowledge that we are all created in the image of God.
⋅ Demonstrate respect for the College environment, its facilities and resources.
⋅ Participate respectfully and actively in all College liturgies, masses and prayers.
⋅ Demonstrate compassion, courtesy, honesty and fairness to all members of the community to ensure that no
words or actions will hurt or cause harm.
⋅ Demonstrate a willingness to restore relationships through the practice of forgiveness, in the event of any
difficulty.
⋅ Demonstrate an active commitment to life-long learning, accepting personal responsibility for this and striving
for continual improvement in all we do.
⋅ Participate respectfully and as actively as possible, in all learning activities, meetings and assemblies.
⋅ Represent the College with pride by presenting ourselves appropriately dressed, in line with College
standards and policies.
⋅ Complete tasks, assigned to us, in the appropriate timeframe and to the best of our ability.
⋅ Be punctual, adhering to all set times determined by the College.
⋅ Prepare well for all lessons and activities of the College.
⋅ Demonstrate a commitment to safety in all we do.
“I have come that they may have life, and have it to the full.” John 10.10
We expect no more than to treat others as you would wish to be treated yourself
St Paul’s College 2021 Handbook I Page 8
2021 TERM DATES AND DAILY ROUTINES
During school terms, the Front Office is open from Monday to Friday between 8am and 5pm when our Receptionist,
Mrs Tricia Crockford, can be contacted on 8334 8300. During school holidays, the Front Office is open from Monday
to Friday between 9.00am and 4.00pm.
2021 Term Starts Ends Dismissal time
Term 1 Wednesday 27 January Friday 9 April 3.10pm
Term 2 Tuesday 27 April Friday 25 June (Students) 3.10pm
Term 3 Monday 19 July Friday 24 September 3.10pm
Term 4 Monday 11 October Friday 3 December 3.10pm
Daily routine: Reception to Year 2
8.35am Classroom doors open
8.40am Morning Admin/Pastoral Care
8.55am Lessons commence
10.25am - 10.45am Recess
10.45am Lessons continue
1.00pm Lunch
1.40pm Lessons continue
2.50pm Afternoon Admin/Pastoral Care
3.00pm Dismissal
Student Daily Routine: Year 3 to Year 12
8.40am Morning Admin/Pastoral Care
8.55am Lesson 1
9.40am Lesson 2
10.25am Recess
10.45am Lesson 3
11.30am Lesson 4
12.15pm Lesson 5
1.00pm Lunch
1.40pm Lesson 6
2.25pm Lesson 7
3.10pm Dismissal
St Paul’s College 2021 Handbook I Page 9
PARENT INFORMATION
Absences and Late Arrivals
If your child will be absent from school, please ring 8334 8334 or SMS 0409 143 820 to notify the College by
9:00am. Students are expected to show notes from parents to Home Group Teachers on the day they return.
Students arriving after 8.55am should sign in using the SEQTA Kiosk iPad at the Student Services desk, as Home
Group will have concluded at this time each morning.
If your child will be absent from school for an extended period of time, you must notify the Principal in writing, in
advance. You must also complete an Application for Exemption from School Form as required by the South Australian
Department for Education and Child Development, in addition to the College’s Extended Absence Form. Copies are
available from the Front Office.
Sick Room and Medical Appointments
If your child is feeling unwell, they will report to the First Aid Officer at the Front Office after consultation with the
teacher. We take all students concerns seriously and a student will be monitored over a short period of time. If a
student needs to go home, the First Aid Officer will contact a parent in the first instance and ask them to come and
collect the student. It is very important that students do not contact parents/caregivers directly. Our First Aid Officer
will contact parents/caregivers to arrange for your child to be collected after discussion. It is a legal requirement that
we follow this process to ensure the safety of your child and all students at the College. If a student needs to attend a
pre-arranged medical appointment, we ask that a note from the parent be shown to the Class or Home teacher on
arrival and the Front Office Receptionist prior to signing out and departing.
Other Communication
The main forms of communication between the class teacher and parents are direct messages on SEQTA Engage.
*Please note: Further information about SEQTA Engage is available on page 17. This communication should be used
for notes from parents explaining absences or why a student may be out of uniform. Both are checked regularly by
class teachers. Parents are asked to also regularly check direct messages on SEQTA Engage. Personal contact for
parents and teachers is advised for matters that cannot be dealt with by letters or notes. Appointments with teachers
can be made by telephone or email. It is imperative that parents have an email address to enable newsletters,
medical information, fee statements, Consent 2Go and general correspondence to be forwarded in a timely
and cost effective manner.
Reporting and Parent/Teacher Interviews
Years 7 – 11 students receive four electronic school reports each year at the end of each term. Year 12 students
receive 3 electronic reports at the end of Term 1, 2 and 3. They are distributed via SEQTA Engage* each term.
Parent/teacher interviews are held three times a year.
Primary students in Reception to Year 6 receive two electronic school reports a year. They are distributed via SEQTA
Engage* at the end of Semester 1 and Semester 2. Parent/teacher interviews are held following the distribution of the
reports. Students are expected to also attend the parent/teacher interviews in school uniform. There will be a ‘Meet
the Teacher’ day/evening in the week before school commences to allow the teacher to meet you and learn about
your child.
St Paul’s College 2021 Handbook I Page 10HOMEWORK
Homework tasks will be negotiated and adapted to suit the needs of individual students. Homework may include:
⋅ Research and project work.
⋅ Finishing class work and revision.
⋅ The reinforcement of the reading program (at least 15 minutes each night).
⋅ Revision of class work by drafting, editing and conferencing.
Expectations of Students
⋅ Students are to be made aware of the homework program by staff.
⋅ Students should write all set homework in their communication book or daily planner.
⋅ Students are expected to present all set homework on the due day.
⋅ If work is not completed by the student by the due date, the homework should be signed by a parent
suggesting that sufficient effort has been made by the student.
We ask that you support your child by:
⋅ Listening to them read aloud on a regular basis.
⋅ Reminding them that homework revises and reinforces and the work and skills they have learnt throughout the
day.
⋅ Assisting and guiding them in his completion of the written tasks.
⋅ Writing an email or sending a direct message if your child is unable to complete their homework.
We will support your child by:
⋅ Providing access to SEQTA Learn for homework and assignments.
⋅ Checking homework regularly.
Homework Club
Homework Club supports students to undertake homework and prepare for tests. It meets in the Library on Monday to
Thursday between 3.30pm to 4.30pm and is open to all students in Year 5 to Year 12. Students are supervised by a
member of the Teaching Staff and an ESO and expected to do their homework while attending the Homework Club.
St Paul’s College 2021 Handbook I Page 11HOMEWORK
Reception to Year 2
Students in Reception to Year 2 are expected to complete some reading and literacy work (including sight words and
Jolly Phonics tasks) for 5 to 10 minutes each day after school. Students may also have one additional homework task
of 5 to10 minutes each week. We encourage parents and caregivers to take an active role in the completion of these
tasks.
Year 3 to Year 12
Students are expected to complete homework on a regular basis using these suggested times:
Year 3 and Year 4 Approximately 20 minutes a night (reading and spelling)
Year 5 Up to 30 minutes per weeknight (Monday to Thursday)
Year 6 Up to 30 minutes per weeknight (Monday to Thursday)
Year 7 Up to 30 minutes per weeknight (Monday to Thursday)
Year 8 Up to 30 minutes per weeknight
Year 9 30 minutes per weeknight
Year 10 Up to 45 minutes per weeknight
Year 11 Up to 2 hours per weeknight
Year 12 Up to 2 hours per weeknight
St Paul’s College 2021 Handbook I Page 12CURRICULUM OVERVIEW
Reception to Year 2
Early years students at St Paul’s College will complete learning within the following learning areas:
⋅ Religion
⋅ English
⋅ Mathematics
⋅ Italian
⋅ Music
⋅ The Arts
⋅ History and Geography
⋅ Technologies
⋅ Physical Education
⋅ Pastoral Care/Social and Emotional Learning
In terms of teaching pedagogy and practices, St Paul’s College believes very strongly in adopting many of the
essential principles of quality provision outlined by the Australian Curriculum and Assessment Authority in their 2008
Analysis of Curriculum / Learning Frameworks for the early years (Birth to Year 8). The principles include:
⋅ Viewing children positively as capable and competent.
⋅ Acknowledging children as having rights.
⋅ Valuing the richness that cultural diversity brings to learning situations.
⋅ Recognising children as being literate within the cultures of their communities and families.
⋅ Focusing on a sense of well-being and belonging.
⋅ Acknowledging the importance of relationships.
⋅ Recognising play is central to learning.
⋅ Enabling environments: Learning through exploration, engagement, enquiry, investigation, hands-on real-life
experiences, risk taking and problem solving.
⋅ Empowering children, families and communities.
⋅ Viewing teachers as scaffolders and co-constructors of learning.
⋅ Valuing and embracing diversity.
⋅ Acknowledging the multicultural nature of Australian society.
⋅ Interweaving teaching, learning and assessment.
⋅ Using teachable moments for focused teaching and learning.
⋅ Embedding rich literacy and numeracy experiences into programs.
⋅ Acknowledging the environment as the third teacher.
⋅ Recognising the quality of teaching staff as critical to quality program delivery.
St Paul’s College 2021 Handbook I Page 13CURRICULUM OVERVIEW
Year 3 to Year 6
Subjects undertaken in Year 3 to Year 6 include:
⋅ Religious Education ⋅ Health / Wellbeing
⋅ English ⋅ Art
⋅ Mathematics ⋅ Music
⋅ Humanities and Social Sciences (HASS) ⋅ Technologies (Digital & Design and
⋅ Science Technology)
⋅ Italian ⋅ Physical Education
Class Structure
Classrooms for Reception to Year 6 students are located in the Waterford Building. Each class has its own learning
space and a class teacher who usually teaches up to 75% of all lessons. Teachers work closely as a team and in
partnership with the Head of Primary, Head of Student Development, Primary Leader of Pastoral Care and the
Primary Leader of Learning. Teaching staff meet regularly to plan and review student progress.
Year 7, 8 and Year 9
Subjects undertaken in Years 7, 8 and Year 9 include:
Core Subjects: Non-core Subjects:
LEAF ⋅ Art
(Literacy, Language and Literature), Civics and
Citizenship (Advocacy and Action), Economics and ⋅ Music
Business (Economics and Enterprise), Geography ⋅ Italian
(Environment), History (Advocacy and Action) and
Religious Education (Advocacy, Action, Faith and ⋅ Health and Physical Education
Formation) ⋅ Rock and Water (Year 8 only)
⋅ Religious Education
⋅ Media Arts
⋅ English
⋅ Design and Technologies
⋅ Humanities and Social Sciences (HASS)
STEM
(Science Technology Engineering & Mathematics)
⋅ Mathematics
⋅ Science
⋅ Digital Technologies
Class Structure
Students are grouped in Houses for morning Home Group and extended Home Group classes. Each Home Group
consist of students in the same House from Years 7-9. Students then move into another Home Group for Senior
Years, where they remain for years 10 – 12.
Subject classrooms for Year 7 and 8 are located in the Trembath building and Year 9 classes are located in the
Murray building. Each class has its own learning space and core teachers who will teach up to 70% of all lessons.
Core teachers will integrate subjects into two keys areas of:
LEAF - English, Religion, HASS STEM - Mathematics Science and Digital Technologies
Teachers use a Project Based Learning Model (PBL) where students work individually and collaboratively to gain
knowledge and skills by investigating and responding to an engaging question, problem or challenge. Years 7, 8 and 9
teachers work closely as a team and in partnership with the Learning Council and the Leaders of House to ensure
engagement and success for all students. Teaching staff meet regularly to plan and review student progress.
St Paul’s College 2021 Handbook I Page 14CO-CURRICULAR ACTIVITES
St Paul’s College offers a wide variety of co-curricular activities that complement the student’s academic (curricular)
programs and provide opportunities for students to discover their unique talents and interests and a sense of their own
personal worth beyond the classroom. Students in Year 5 to Year 8 are expected to participate in at least one
co-curricular activity. It is a condition of enrolment that students involved in outside sport also participate for the school
in that sport as a priority. (See Conditions of Enrolment.) As a member of the Sports Association for Adelaide Schools,
St Paul’s College provides opportunities for high quality competition between member schools in South Australia while
fostering fellowship and interaction between member schools through sport. Training is usually held once a week after
school. Most sports are programmed for Saturday mornings or Friday afternoons. Volleyball, table tennis, squash and
primary tennis are held on Friday after school. Details will be sent home early in Term 1, 2021. Staff are actively
involved in co-curricular activities. Volunteer parent assistance in coaching and scoring is very welcome.
Summer co-curricular activities (offered in Term 1 and Term 4) by year level
Activity Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10 Yr 11 Yr 12
Badminton √ √ √ √ √ √
College Band √ √ √ √ √ √ √ √
(by audition)
Cricket √ √ √ √ √ √ √ √
Sports Day* √ √ √ √ √ √ √ √
Tennis √ √ √ √ √ √ √ √
Volleyball √ √ √ √ √
*Please note: Sports Day is a compulsory co-curricular event for all students.
Winter co-curricular activities (offered in Term 2 and Term 3) by year level
Activity Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10 Yr 11 Yr 12
Basketball √ √ √ √ √ √ √ √
Chess √ √ √ √ √ √ √ √
College Band √ √ √ √ √ √ √ √
(by audition)
College Musical √ √ √ √ √ √ √ √
Cross country √ √ √
Debating √ √ √ √ √
Football √ √ √ √ √ √ √ √
Squash √ √ √ √ √
Soccer √ √ √ √ √ √ √ √
Table Tennis √ √ √ √ √
Pedal Prix √ √ √ √ √
St Paul’s College 2021 Handbook I Page 15CO-CURRICULAR ACTIVITES
All Year-round co-curricular activities (offered in Term 1, Term 2, Term 3 and Term 4) by year level
Activity Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10 Yr 11 Yr 12
STEM Club √ √ √ √ √ √
E-games Club √ √ √ √
Media Club √ √ √ √ √ √
Athletics √ √ √ √ √ √ √ √
CAMPS AND EXCURSIONS
Camps
Students from Year 4 to Year 12 attend a camp to experience an alternate learning environment. Camping helps students to
grow in self-confidence and develop new skills and support mechanisms that will assist them in life. Students who participate
in camps and other outdoor educational experiences, become stable, capable and self-reliant. When removed from their
familiar classroom and family environments, students become aware of their limitations and develop an awareness of
their vast potential. They refine their sense of achievement and learn to rely on their own resources. This enables them
to learn to take responsibility, work in teams and accept consequences for their actions. These authentic learning
experiences encourage mental flexibility and a motivation to achieve that prepares students to become motivators and
leaders. More importantly, it is these qualities, which will make our students active participants in an ever-changing
world.
⋅ Year 4 students attend an environmental and sustainability camp at the Adelaide Zoo (overnight).
⋅ Year 5 and 6 students attend team building camps at Woodhouse Activity Centre and Mylor Adventure camp on
alternate years.
⋅ Year 7 students attend an environmental camp at Illawonga Camp at the Murray River (3 days).
⋅ Year 8 students attend an aquatics camp on Hindmarsh Island (3 days).
⋅ Year 9 students attend a mountain bike, rock climbing/abseiling and orienteering camp at Rocky Creek Hut in
Kuitpo Forest (3 days).
⋅ Year 10 students attend a bushwalking and hiking camp at Mambray Creek in the Southern Flinders Ranges (4
days).
⋅ Year 11 and 12 offer overnight Retreat experiences (3 days, 2 nights).
Excursions / Incursions
Students are involved in excursions and incursions in a class group or subject/year level group.
St Paul’s College 2021 Handbook I Page 16PARENT PORTAL - SEQTA Engage
Our online parent portal is SEQTA Engage where parents can access information at any time using any computer,
tablet or smart phone. Using SEQTA Engage parents can:
⋅ See their child’s reports*
⋅ Communicate with teachers via direct messaging using DIREQT Messages.
⋅ Receive messages from your son's teachers.
⋅ View your child’s timetable.
⋅ View your child’s homework schedule.
⋅ Gain details of upcoming assessments.
⋅ View assessment results and teacher comments/feedback.
⋅ See your child’s attendance history.
⋅ View unexplained absences.
⋅ See an overview of your child’s pastoral care (extra-curricular activities and awards received and positive
contributions).
⋅ Access student activities (eg: camps and formals) and supporting documents to provide permission.
⋅ See College notices.
*It is important to note that school reports are distributed electronically via SEQTA Engage.
All new parents are given login details via email in Term 1 and are encouraged to check for notices each day.
STUDENT PORTAL - SEQTA LEARN
Our online student portal is SEQTA Learn that can be accessed at any time using any computer, tablet or smart
phone. Using SEQTA Learn students can:
⋅ See their school reports.
⋅ Access an online diary (dashboard).
⋅ Access their lessons resources, homework and assessment tasks,
See their timetable.
⋅ Communicate with teachers via direct messaging using Direqt Messages.
⋅ Submit work electronically and see their results and feedback.
⋅ See positive pastoral care notes.
⋅ See College notices.
See their individual points towards House awards.
⋅ Set and view goals.
APPS
To access SEQTA Engage or SEQTA Learn on a mobile device, please download the apps from iTunes or Google
Play. Both apps use push technology to forward notices advising to check SEQTA for the latest information (eg:
assessment results, excursion details and College activities). For assistance please email: SEQTA Key Teacher, Mr
Perry Campbell: pcampbell@stpauls.sa.edu.au or Head of Teaching and Learning.
St Paul’s College 2021 Handbook I Page 17INCLUSIVE EDUCATION
We recognise that every child enters our classrooms with a set of unique skills and abilities.
Some students may have a specific identified learning need that requires additional support in order for them to
achieve success with learning. This support may be at an intervention level or an enrichment level. Other students
may need help with the social curriculum of school and will receive support that targets these needs too.
In all cases, students requiring additional support will have an individual education plan established in a community
conference consisting of the Inclusive Education Coordinator (Secondary) or Head of Primary, Home Group Teacher,
parents and the student. Some students only require some minor adjustments to assessments and teaching strategies
in the classroom, while other students require more significant adjustments to their learning programs and may need a
Personal Plan for Learning. PPL’s are created at the start of each semester and reviewed throughout the year.
Education Support Officers assist students in the classroom and literacy and numeracy interventions are offered to
students requiring support in these areas. Special consideration is made to class groupings and some classes are
streamed to ensure students are appropriately challenged and supported.
Please be mindful that we do not receive the same level of government funding as South Australian State Schools and
this impacts on our ability to provide services such as Occupational Therapy and Speech Therapy. In most cases,
families access these services privately and we are very willing to work with these specialists to support your child,
and provide a space for therapy sessions during the school day on request.
Regardless of your child’s identified learning needs, there is an expectation that students will demonstrate growth in
their learning and this does not occur through classwork alone. All students are required to complete homework on a
regular basis.
If you wish to discuss anything related to your child’s diagnosed learning needs, please contact our Inclusive
Education Coordinator, Mrs Kirsty Hall (Secondary) or Mrs Emily Sayer, Head of Primary (Primary).
St Paul’s College 2021 Handbook I Page 18COLLEGE UNIFORM
The College Uniform Policy is available on our College website, in our Uniform Shop and on request. Families and
staff are asked to refer to this policy and seek clarification as required.
St Paul's College's uniform enhances discipline, pride and performance and reduces competition between students.
Students are expected to wear the St Paul's College uniform with pride and maintain a high standard of appearance
as to the key to the identity, tradition and general discipline offered by the College. If unforeseen circumstances
prevent a student from wearing the school uniform, a note (handwritten or a direct message via SEQTA) from the
parent/guardian should be provided to the Student’s Home Group Teacher on the day.
Summer Uniform (Term 1 and Term 4)
⋅ Cambridge striped, short sleeved, open neck shirt (no tie). Year 12 students are required to wear the white
short sleeve St Paul’s Year 12 shirt, tucked in.
⋅ Grey College shorts, grey College socks, polished black leather school shoes with black laces. Students in
Years 10 – 12 (Senior Years) are permitted to wear College grey trousers.
⋅ College bucket hat.
⋅ College black jumper.
School Hat
All students are required to wear a hat at school (when outside) during Terms 1 and 4. Only the official College bucket
hat is to be worn. Other College hats (eg: baseball style caps) are restricted to specific sports and events.
Winter Uniform (Term 2 and Term 3)
⋅ Cambridge striped, long sleeved shirt with College tie. Year 12 students are required to wear the white long
sleeve St Paul’s Year 12 shirt, with Year 12 tie.
⋅ Black College jumper.
⋅ College grey trousers, grey College socks, polished black school shoes with black laces.
⋅ College blazer (Years 7 to 12). It is an expectation that the College blazer is worn at all times to and from
school.
⋅ Optional black jacket (Reception to Year 4).
Please note: Suede shoes, black running style shoes or shoes without shoe laces (slip on) are not
permitted.
St Paul’s College 2021 Handbook I Page 19COLLEGE UNIFORM
PHYSICAL EDUCATION UNIFORM
• Students in Reception to Year 12 are permitted to wear their physical education uniform only on days they
have practical physical education lessons. This includes the College rugby top/track pants on cooler days.
HAIRSTYLES AND COLOUR
Hairstyles can be a very individual way of expressing yourself and are often influenced by fashion
and trends. With this in mind our general expectation in regard to hairstyle is that it be neat, clean
and not extreme in style or colour so as to draw attention to the individual student. Some of the
following expectations are also related to safety issues.
The following points outline the College’s expectations:
• Hair must be off the face at all times. It must be neatly cut and styled, and not be hanging
over the face or eyes;
• Hair must not be longer that the top of the shirt collar, or tied-up;
• Extreme styles such as rat tails, Mohawks, obvious patterning, mop tops, dreadlocks,
cornrows and extreme (less than number 2) undercuts are not acceptable;
• Hair colour is not to be changed so that it is different to the student’s natural colouring.
This includes patching and tipping;
• Students are required to be clean shaven each day and sideburns are to be no longer than
the bottom of the ear lobe;
• Short overall haircuts are to be the minimum of a number 2 cut.
JEWELLERY
Please note: No jewellery is permitted, other than a discrete religious emblem, (not in conflict with the Christian ethos
of the College), on a thin chain/necklace. Earrings, (even when covered), are not permitted.
COLLEGE SCHOOL BAG
Students are requested to use the official College back pack with College crest.
UNIFORM SHOP
St Paul's Uniform Shop is located in Callan Hall. It is open the following hours during school terms:
• Tuesdays: 8.00am to 11.00am and 3.00pm to 4.00pm;
• Wednesdays: 3.00pm to 5.00pm;
• Thursdays: 3.00pm to 5.00pm during school terms.
It is open other times throughout the year, which will be announced in the College newsletter. All new students are
requested to attend an appointment to be fitted for their uniform. Appointments are 30 minutes in length and allow our
experienced staff to give new students individual attention to enable them to be personally fitted. A price list is
available on our website. For assistance, please contact our Uniform Shop Manager, Mrs Betty Allan by phoning
8334 8300 or emailing ballan@stpauls.sa.edu.au.
St Paul’s College 2021 Handbook I Page 20COLLEGE CANTEEN
The canteen is open from 8.30am for lunch orders, recess and lunch times. The menu and price list is available on our
website. For assistance please contact the Canteen Manager, Ms Terri Law by phoning 8334 8314. St Paul’s
College’s canteen is operated by Metro Canteens.
OSHC
Out of School Hours Care is available before school from 7am to 8.30am and after school from 3pm to 6pm. It
provides time for homework, to relax, educational activities and a healthy snack. St Paul’s College’s OSHC is operated
by Camp Australia and information is available on Camp Australia’s website. For assistance, please contact the OSHC
Coordinator, Ms Viv Groves by phoning 0405 397 401 or emailing oshc@campaustralia.com.au. Students in
Reception and Year 2 are collected from the Primary Quad by an OSHC carer at 3.00pm. Students in Year 3 up make
their way to the OSHC room independently. If there is a child who is booked in but has not checked in by 3.20pm, the
Head of Primary is informed.
SCHOOL BANKING
The Commonwealth Bank offers a school banking service to St Paul’s College students. Accounts can be opened at
the College. Banking is collected on Wednesdays.
TRANSPORT
We offer a dedicated morning and afternoon bus run to accommodate individual student’s needs. There are five bus
routes, run in partnership with Kildare College, servicing the following areas:
Route A: Greenwith, Golden Grove, Wynn Vale, Modbury Heights, Modbury North, Modbury, Para Hills,
Ingle Farm, Walkley Heights & Valley View.
Route B: Salisbury Downs, Paralowie, Parafield Gardens, Greenfields, Mawson Lakes, Para Hills,
Pooraka, Walkley Heights.
Route C: Paradise, Athelstone, Newton, Campbelltown, Felixstow, Klemzig, Windsor Gardens, Hillcrest,
Oakden.
Route D: Hope Valley, St Agnes, Tea Tree Gully, Vista, Highbury, Dernancourt, Holden Hill, Gilles Plains.
Route E: Blair Athol, Enfield, Clearview, Northfield, Northgate.
The current cost of this service is $2.40 for a single trip ticket and $20 for a 10 multi-trip ticket. Tickets can be
purchased on Qkr Mobile Payment App or from Student Services. A detailed timetable and map can be obtained from
the Front Office or downloaded from our website.
St Paul’s College 2021 Handbook I Page 21VOLUNTEERING
St Paul’s College welcomes volunteers. We value the broad knowledge and cultural diversity offered by volunteers
who greatly enrich our community and provide opportunities for us to grow and learn together.
There are many opportunities for the St Paul's College Community to become involved in the life of the College. These
include the Parents and Friends’ Committee, helping with excursions, listening to reading and gardening.
The Catholic Archdiocese of Adelaide mandates that all people who have responsibility through their role within the
Archdiocese (whether paid or voluntary), and/or have the potential to have one-on-one contact with children, youths
and vulnerable people, undergo a SA Government Department of Human Services 'Working With Children Check'.
Volunteer packs, containing information on how to obtain a Working With Children Check', completing mandatory
Responding to Abuse and Neglect training and a Work Health and Safety Induction guide, can be requested from the
Risk & Compliance Officer via email (ctalladira@stpauls.sa.edu.au).
The Working With Children Check, Responding to Abuse and Neglect training certificate and completed WHS
Induction Declaration form is to be emailed back to the Risk & Compliance Officer for processing. The Risk &
Compliance Officer will advise via email when Volunteering approval has been granted.
COUNSELLING AND SUPPORT
St Paul’s College offers a counselling service which provides students with the opportunity to share their concerns
with an experienced professional and empowers them to reach solutions to their problems. Our College Counsellor,
Ms Gill Smith, provides both individual and group counselling and conducts mediation sessions for conflict resolution.
Support is provided for students for a range of issues including:
⋅ Grief and loss
⋅ family separation
⋅ friendship/relationship issues
⋅ goal setting and organisational skills
⋅ emotional management
⋅ social skills
⋅ conflict resolution.
The College Counsellor works closely with parents in addressing their son’s concerns and can provide referrals to
professionals in specific disciplines and to community and government agencies as required. She can also provide
education and resources on a variety of social and emotional topics that influence the lives of students and their
families.
St Paul’s College 2021 Handbook I Page 22STUDENT BULLYING AND HARASSMENT
As a Catholic school in the Edmund Rice tradition, St Paul’s College contributes to the development of young people
through education and their formation in Christian virtue and conscience. We aim to demonstrate the Church’s
commitment to the dignity of the individual, particularly by being called to relationship in community.
We believe in the inestimable worth of every human individual, for each is made in the image of God and is a
reflection of God’s goodness. Motivated by the love of Christ and with Him as our guide and model, we strive to live
out His call to love one another as He loves us (John 15:12). Each person has a right to feel safe and comfortable,
and each person has the responsibility to show respect for themselves and for others.
College Values outlined in ‘Our Common Ground’ (page 6) and Restorative Practices guide all responses with the goal
of maintaining a proudly safe and welcoming environment for students, families, staff and community.
Principles
⋅ Bullying and harassment do not afford each individual the dignity inherent in their humanity, as being made in
the image of God.
⋅ Bullying and harassment is unacceptable and can be illegal.
⋅ Each person at the College has a right to feel safe and be free from bullying and harassment.
⋅ Each person at the College has the responsibility to show respect for themselves and others.
⋅ The College aims to contribute to the development of young people through education and their formation in
Christian values.
⋅ The College does not accept bullying and harassment and its response to those involved will be informed by
the principles of justice, reconciliation and subsidiarity.
Procedure
Bullying and harassment are unacceptable. St Paul’s College is committed to creating an environment and community
wherein bullying and harassment are not tolerated, and where students are taught the values and practice of
respecting the dignity and well-being of all individuals.
Definitions
Bullying and harassment occurs when a person or group is intimidated, frightened, excluded, humiliated, hurt or
discomforted by an instance or pattern of behaviours directed at them by others.
Bullying and harassment may be physical, verbal or emotional and can result in a loss of self-esteem and decreased
social effectiveness for the victim. It can be direct or indirect, including via the use of technology, for example by
mobile phone or internet.
St Paul’s College 2021 Handbook I Page 23STUDENT BULLYING AND HARASSMENT
Examples of Bullying/Harassment, not excluding other forms, include:
⋅ Pushing, hitting, physical assault, spitting, damaging the property of someone else.
⋅ Using put downs, sarcasm, name calling, ridiculing or threatening.
⋅ Making rude or threatening signs.
⋅ Demanding money, food or other belongings.
⋅ Hurting friends by ignoring or isolating them, or by spreading rumours about them.
⋅ Unwanted touching.
⋅ Persistent movement of another person’s property.
⋅ Deliberately excluding someone due to achievements, personal appearance and abilities.
⋅ Making derogatory, insulting, demeaning or mocking comments about a person’s sexuality race, culture,
religious beliefs, ability, background, social or family status.
⋅ Whistling, gesturing or making comments about an individual’s body or physical appearance (sexual
harassment).
⋅ Spreading rumours about a person.
Reporting an Incident
If a student feels they have been bullied or harassed they should:
⋅ Ask the person responsible to stop. Students are encouraged to seek the assistance of a staff member if
needed at this stage.
⋅ Report the incident to a friend, a Home Group Teacher or parent, or contact the Primary Leader of Pastoral
Care, a Leader of House or the Head of Student Development. or write a note to the Head of Student
Development.
⋅ If a student, parent or other person, witnesses or becomes aware that, a student is being harassed or bullied
they should:
⋅ Report the incident to a teacher, (Home Group Teacher in the first instance), Primary Leader of Pastoral Care,
Head of Primary, Leader of House or Head of Student Development.
St Paul’s College 2021 Handbook I Page 24STUDENT BULLYING AND HARASSMENT
First Response
⋅ Once reported a designated teacher (Class/Home Group Teacher, Primary Leader of Pastoral Care, Head of
Primary, Leader of House or Head of Student Development) will investigate the incident.
⋅ Attempts will be made to resolve the incident, normally through a mediation process chaired by a designated
teacher between parties involved.
⋅ The incident will be documented on SEQTA, cross referencing the names of all involved on each student’s
file.
⋅ Parents of all students involved will be notified.
⋅ A resolution will be sought through restorative conversations between student involved and, facilitated by an
appropriate staff member.
⋅ In serious cases, a Subsequent Response may be a part of resolving a concern.
Subsequent Response
⋅ If harassment or bullying continues, the Primary Leader of Pastoral Care, a Leader of House or the Head of
Student Development will be advised and a meeting will be held at which a formal agreement will be
negotiated between students and parents.
⋅ Depending on the school’s judgement of the seriousness of an incident, the culpability of perpetrators and/or
bystanders, or repeated incidents (third notification) of harassment or bullying, the Head of Student
Development will issue a more serious consequence.
⋅ Counselling and other avenues will be explored to assist the perpetrator to cease bullying.
⋅ Continued Restorative Practices will be applied to reach a resolution.
⋅ Failure to comply with College expectations regarding harassment or bullying, after mediations and meetings
with all concerned, will result in the perpetrator’s enrolment at the College being reviewed.
⋅ In line with Our Common Ground, it is the responsibility of every member of the St Paul’s community to create
a safe environment free from bullying and harassment. Bullying and harassment can be actively or passively
condoned by the presence of bystanders and silent witnesses, who will therefore be subject to the same
processes of mediation, counselling or disciplinary response, as the perpetrator/s.
All incidents of bullying and harassment will be documented:
⋅ on the confidential SEQTA notes of each student involved, including any consequences.
⋅ by copies of any correspondence being added to the relevant students’ files
Parents of all students involved will be notified in the first instance and will be involved more formally in subsequent
incidents.
Beyond School
Where bullying or harassment occurs in circumstances in which the school is not directly responsible for the care of
the student/s involved, it reserves the right to respond in terms of the above procedures if it judges this appropriate in
the interests and wellbeing of the student/s and of the College environment.
St Paul’s College 2021 Handbook I Page 25You can also read
