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PRIMARY SCHOOL
PARENT HANDBOOK
1
WELCOME .................................................................................................................................. 5
ACADEMIC / CURRICULUM MATTERS ....................................................................................... 6
ASSEMBLY .................................................................................................................................. 6
ASSESSMENT.............................................................................................................................. 6
Timing Of Reports .................................................................................................................. 7
Included in the Report ........................................................................................................... 7
Academic Subjects ............................................................................................................. 7
Explanation of Descriptors for Prep to Year 2 ................................................................... 8
Explanation of Descriptors for Years 3 to 6 ....................................................................... 8
Effort Ratings ..................................................................................................................... 9
Next Steps .......................................................................................................................... 9
Opportunities for parental discussion of the report ............................................................. 9
ATTENDANCE ............................................................................................................................. 9
Leave from School ................................................................................................................. 9
Illness (or unexpected) Absence ............................................................................................ 9
Extended student absence .................................................................................................. 10
BIKES ........................................................................................................................................ 10
CHAPEL .................................................................................................................................... 10
CLASS ALLOCATION ................................................................................................................. 11
CO-CURRICULAR ACTIVITIES .................................................................................................... 11
Sport .................................................................................................................................... 11
Music ................................................................................................................................... 12
Other Co-Curricular ............................................................................................................. 14
COLLECTION OF CHILDREN AFTER CO-CURRICULAR ACTIVITY ................................................ 14
COMMUNICATION ................................................................................................................... 14
Class Web Pages .................................................................................................................. 15
Communication folders ....................................................................................................... 15
Parent/teacher evenings ..................................................................................................... 15
Fortnightly newsletter ......................................................................................................... 15
School diary ......................................................................................................................... 15
Website................................................................................................................................ 16
CONTACT NUMBERS ................................................................................................................ 16
CULMINATING ACTIVITIES ....................................................................................................... 17
CURRICULUM OVERVIEW – PARENT GUIDES .......................................................................... 17
2
DUTY OF CARE ......................................................................................................................... 17
Students on campus after 3.00pm: ..................................................................................... 18
EDUCATIONAL SUPPORT OFFICERS (ESO’S) ............................................................................ 18
ENQUIRIES ............................................................................................................................... 18
EXTENSION & ENRICHMENT PROGRAM .................................................................................. 18
Identification of Students .................................................................................................... 19
Assessment of Students ...................................................................................................... 19
Learning Support ................................................................................................................. 19
Extension and Enrichment ................................................................................................... 20
Enquiries .............................................................................................................................. 20
FURTHER PRIMARY PROGRAMMES ......................................................................................... 21
‘You Can Do It’ ..................................................................................................................... 21
Music ................................................................................................................................... 21
Chess .................................................................................................................................... 21
ICAS Competitions ............................................................................................................... 21
Letter, Sound and Spelling Program .................................................................................... 21
Mathletics ............................................................................................................................ 21
Prep Karate .......................................................................................................................... 21
Reading Eggs ........................................................................................................................ 22
STEAM Program – Years 4 & 5 ............................................................................................. 22
Year 6 Trips .......................................................................................................................... 22
HOMEWORK ............................................................................................................................ 22
I.C.T. ACCEPTABLE USE FOR STUDENTS POLICY ...................................................................... 23
INTERVENTION – RESPONDING TO STUDENT BEHAVIOUR ..................................................... 24
KEEPING COMMITMENTS ........................................................................................................ 25
KEY LEARNING AREAS .............................................................................................................. 25
LATE ARRIVAL/EARLY DEPARTURE .......................................................................................... 26
LEARNING CENTRE ................................................................................................................... 26
Learning Centre Opening Hours .......................................................................................... 26
Borrowing ............................................................................................................................ 26
Student Overdues ................................................................................................................ 27
LIFE LONG LEARNERS ............................................................................................................... 27
LOST PROPERTY/ NAMING BELONGINGS ................................................................................ 27
LUNCHES .................................................................................................................................. 27
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TUCKSHOP ............................................................................................................................... 27
NUTS AND NUT BASED PRODUCTS .......................................................................................... 28
MESSAGES ............................................................................................................................... 28
OFFICE HOURS ......................................................................................................................... 28
ORGANISATION ....................................................................................................................... 29
OUR GOALS .............................................................................................................................. 29
OUTSIDE SCHOOL HOURS CARE .............................................................................................. 30
OUTDOOR EDUCATION ........................................................................................................... 30
PASTORAL CARE ....................................................................................................................... 30
PEER MEDIATORS .................................................................................................................... 31
POLICY FOR THE USE OF STUDENT EMAIL ............................................................................... 32
Student Responsibility ......................................................................................................... 32
ACCEPTABLE USE OF COLLEGE EMAIL ..................................................................................... 33
Student Communication With College Staff........................................................................ 33
PUNCTUALITY .......................................................................................................................... 33
SCHOOL TIMES......................................................................................................................... 33
SKATEBOARDS, SCOOTERS, ROLLERBLADES ............................................................................ 34
STATIONERY AND TEXTBOOKS ................................................................................................ 34
STUDENT AGREEMENT ............................................................................................................ 34
STUDENT DIARY ....................................................................................................................... 35
STUDENT EXPECTATIONS – COLLEGE COMMUNITY AGREEMENT .......................................... 36
STUDENT HEALTH .................................................................................................................... 37
Medical Information ............................................................................................................ 37
Student Medication ............................................................................................................. 37
Infectious Diseases .............................................................................................................. 37
STUDENT LEADERSHIP ............................................................................................................. 41
STUDENT COUNCIL .................................................................................................................. 41
SUN SAFETY ............................................................................................................................. 42
TECHNOLOGY .......................................................................................................................... 42
UNIFORM GUIDE ..................................................................................................................... 42
Jewellery .............................................................................................................................. 44
Free Dress Days ................................................................................................................... 44
UNIFORM SHOP HOURS .......................................................................................................... 44
VOLUNTEER HELPERS .............................................................................................................. 45
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WALKER LEARNING APPROACH ............................................................................................... 45
5
WELCOME
Welcome to the Primary School. The Primary School at St Andrew’s Anglican College caters
for boys and girls from Preparatory to Year 6. The students are carefully nurtured by caring,
dedicated and professional staff who focus on each individual’s academic, social and emotional
needs. The children are encouraged to do their personal best in all of their endeavours.
The Primary School offers a stimulating curriculum to its students. We aim to foster in each
child a love for learning in a safe and secure environment. This is achieved through the delivery
of rich curriculum by each class teacher and within the caring culture and varied opportunities
which exist at the school. There is a strong emphasis on Literacy and Numeracy within the
academic program. All students in the Primary School study the following curriculum areas:
Mathematics, English, Humanities and Social Sciences, Science, The Arts, Music, Health &
Physical Education and Christian Education. In addition to these subjects, from Prep, the
students learn Chinese. The use of computers is integrated throughout the curriculum.
Each class teacher identifies students within the class who would benefit from extension work
or learning support. With assistance from the Head of Learning Services, the class teacher
adapts the curriculum delivery so as to cater for the academic needs for these students; while
the Learning Centre plays an integral role in the development of the information skills required
to develop life long learners. In addition, the students have many opportunities to participate in
a wide range of sporting, outdoor and cultural activities, which helps to develop their self-esteem
and social interactions, while ensuring a holistic education.
Underpinning our daily work in the Primary School is the nurturing in each child a love of God
and the living of Christian values. We endeavour to instil in each child an understanding of
tolerance, respect, co-operation and appropriate manners towards others within the College
community. We believe that it is important for the children to understand the basis of the
Christian faith. We achieve this through our daily approach, Christian Education classroom
lessons and our weekly Chapel Services.
The most valuable resource at our College are the staff. They are a caring and dedicated group
of professionals who always give so much of their time and energy into the education of the
children. They have a wealth of knowledge and experience and this is reflected in their daily
work. We are very fortunate to have such a wonderful group of teachers and ancillary staff.
We value, very much, the importance of parent involvement within the classroom. The College
believes that the best education for the child is through a three-way process. It is the
partnerships developed between the child and teacher, child and parent, and parents and
teachers. Open and honest communication between home and College is absolutely
necessary for the well-being of the students. We welcome your involvement and support in the
educative process within the Primary School.
The staff continually seek to develop in the children a sense of self-discipline. We are conscious
of the way in which the students represent the school in their behaviour and attitude. The
principles of appropriate conduct are regularly affirmed by the staff.
I welcome you, your child and family into the Primary School. The staff look forward to
developing a strong and positive relationship with you.
Robert Paterson
HEAD OF PRIMARY
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ACADEMIC / CURRICULUM MATTERS
At St Andrew’s Anglican College, all children are provided with opportunities to learn and grow
in a supportive, caring, challenging and inspiring environment. All College staff are committed
to delivering an educational program that allows each individual child to grow and develop their
social, emotional and academic abilities in a stimulating and nurturing learning environment.
St Andrew’s children are strongly encouraged to participate in activities with effort and
enthusiasm. They are supported to achieve the highest levels of academic knowledge and
understanding within the limits of their academic potential. We place an emphasis on the
essential skills of literacy and numeracy as the foundations of learning in the Primary School.
The Primary School curriculum is based on the Australian Curriculum standards and we offer a
rich and varied educational program for our children. The curriculum addresses content and
skills across the year levels in English, Mathematics, Science, Humanities and the Social
Sciences, The Arts, Health, Physical Education, Languages (Chinese), Christian Education and
Design and Digital Technologies. Our curriculum programs encourage all children to be
problem solvers as well as creative and critical thinkers in the 21st Century.
Our pedagogical approach to teaching and learning in Prep to Year Three is Walker Learning
Approach. This method of teaching and learning is based on years of educational research and
founded by Kathy Walker and Shona Bass. The Australian designed pedagogy is an
investigative approach that personalises learning for each child based on their developmental
needs and interests. In Prep to Year Two, investigation sessions are planned and implemented
to provide children with authentic opportunities to consolidate the learning intentions that are
based on the Australian Curriculum. In Year Three, education research projects (ERPs) are
individually planned and investigated by students, encouraging deep inquiry into the learning
intentions. Walker Learning complements our explicit teaching and learning programs in
Literacy, Numeracy, Humanities and Science. It allows for consolidation and deepening of
student understanding of the learning intentions from the Australian Curriculum.
ASSEMBLY
An assembly is held each week for the students in Prep – Year 6. This is a time where
messages are given and student achievements are acknowledged. Parents are encouraged to
attend the assembly. The Year Three students and the Primary School Leaders are responsible
to conduct this assembly.
ASSESSMENT
Our assessment procedures in the Primary School are conducted on a continuous basis
throughout the semester by your child’s teacher. The results are presented to you in the form
of a written report at the end of Semester One and Semester Two. Reporting student
achievement to the student and parent is an integral part of the communication process at St.
Andrew’s Anglican College.
The student report is designed to give feedback to the parent in plain language. The report will
display both academic and non-academic information on the student. St Andrew’s formal
reporting will concentrate on each student’s academic progress and will endeavour to include
information on student strengths and weaknesses.
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The contents of this document explain how and what is reported at St. Andrew’s Anglican College
(Years P-6). Teaching staff try to ensure regular communication (informal reporting) with parents
through the use of the diary, email, phone calls and parent meetings
Timing Of Reports
All Students at St Andrew’s are provided with two formal written reports each year.
Year Groups
Name of Report Type of Report Date Report Issued
Prep
Term 1 Interim Report/interview
Formal record of the interview between Parent/Teacher summarising the social and emotional development and to set a plan forward for the rest of the year.
April
Semester One Report
Report on Progress and Achievements for Semester One only.
June
Semester Two Report
Report on Progress and Achievements for Semester Two only.
December
Term 4 Interview Interview to summarise the academic development of the year
November
Y1-3
Term 1 Interim Report / Interview
Formal record of the interview between Parent/Teacher summarising the social and emotional development and academic progress and to set a plan forward for the rest of the year.
April
Semester One Report
Report on Progress and Achievements for Semester One only.
June
Semester Two Report
Report on Progress and Achievements for Semester Two only.
December
Term 4 Interview Interview to summarise the academic development of the year
November
Y4-6
Term 1 Interim Report / Interview
Formal record of the interview between Parent/Student/Teacher summarising the social and emotional development and academic progress and to set a plan forward for the rest of the year.
April
Semester One Report
Report on Progress and Achievements for Semester One only.
June
Semester Two Report
Report on Progress and Achievements for Semester Two only.
December
Semester 2 Interview
Interview to summarise the academic development of the year
Y4-5 – November Y6 - September
Included in the Report
Academic Subjects The report outlines the academic achievements of your child over the semester. The student’s
progress in each of the key learning areas, specialist lessons and Christian Education is
reported upon. The report includes English, Mathematics, Humanities and Social Science,
Science, Specialist Subjects (HPE, Chinese, Music and Art) and Christian Education.
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Explanation of Descriptors for Prep to Year 2 St Andrew’s use the descriptors below to report on academic grades for Prep to Year 2: Applying
The child applies the curriculum content and demonstrates a thorough understanding
of the required knowledge. The child demonstrates a very high level of skill that can be
both transferred to new situations and extended in familiar situations.
Making Connections
The child applies the curriculum content and demonstrates a thorough understanding
of the required knowledge. The child demonstrates a high level of skill that can be
transferred to new situations.
Working Within
The child can work with the curriculum content and demonstrates an understanding of
the required knowledge. The child applies skills in situations familiar to them.
Exploring
The child is exploring the curriculum content and demonstrates a basic understanding
of aspects of the required knowledge. Support is required for the child to gain a year
level appropriate understanding of all aspects of the required knowledge. The child
uses a varying level of skills in situations familiar to them, but is unable to transfer these
skills in unfamiliar situations.
Becoming Aware
The child is becoming aware of the curriculum content but is unable to demonstrate an
understanding of aspects of the knowledge required at the year level. The child is
beginning to use skills in situations familiar to them; however, further support and
development in this area are required.
Please note that students receiving a Working Within have demonstrated achievement
at the expected Year Level standard. You can ask the College to provide you with written
information that clearly shows your child’s achievement in English and Mathematics in
comparison to that of other children in the child’s peer group at the school. The information will
show you the number of students in each of the achievement levels across the five point scale.
Explanation of Descriptors for Years 3 to 6 St Andrew’s use the descriptors below to report on academic grades for Years 3 to 6: A – Very High Achievement:
The student consistently demonstrates a very high level of knowledge and skills and is
able to generate new ideas and creative ways of thinking about situations.
B – High Achievement:
The student demonstrates a high level of knowledge and skills and is able to apply
them in manipulated situations.
C – Sound to Good Achievement:
The student demonstrates the required level of knowledge for the year level and a
comprehensive standard of understanding in all set areas.
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D – Basic to Low Achievement:
The student demonstrates a low level of knowledge and skills and is able to apply
them in some situations. With additional support, the student can demonstrate the
required level of knowledge for the year level.
E – Limited Achievement:
The student demonstrates limited knowledge and skills.
Please note that students receiving a “C” have demonstrated achievement at the
expected Year Level standard. The students who are demonstrating achievement that
exceeds the expected standard have attained a “B”, while the children across the Year Level
cohort who are demonstrating achievement that greatly exceeds the expected standard have
attained an “A”.
Effort Ratings Students receive an effort rating of either Outstanding, High, Satisfactory, Limited or Poor for
all Key Learning Areas.
Next Steps The Next Step statements appear after comments in Mathematics and English. These
statements indicate what the teacher believes the student needs to address next in order for
him/her to develop further. The teacher’s comment is a reflection of a student’s performance.
The Next Steps statements are instructions for the future.
Opportunities for parental discussion of the report
St Andrew’s advertises to the school community that parents are welcome to make appointments with teachers to discuss their child’s progress at any time during the year.
ATTENDANCE
Regular attendance at school is vital to the ongoing academic progress of children. Regular
attendance at school is compulsory for all children between the ages of 5 and 15 years, and
monitored by liaison Officers, under the jurisdiction of the Education Reform Act. St Andrew’s
Anglican College is guided by mandatory regulations outlined and monitored by the Board of
Studies. We must record and account for all absences. The issue of student absence is taken
seriously by the College.
Leave from School
When parents know beforehand that their children are going to be absent from School for a
particular reason (eg. medical appointment, sporting event) or when parents wish their children
to be excused from School for family reasons, a written application for leave should be made
to the Head of Primary at least 5 school days beforehand.
Illness (or unexpected) Absence
When students are absent as a result of illness (or some special unexpected reason) parents
are asked to contact the Primary School Absentee line to advise of this absence. Primary
Absentee line is 5471 5518 or email [email protected]
10
Extended student absence
From time to time, a student can experience extended absence from school. Extended
absence could be due, but not confined, to:
• student/family illness
• death of a family member
• extended vacation during the School term
• serious accident
An extended absence is any duration of at least one week (5 school days). There will be
occasions when a parent wishes to withdraw their child from the school for a reason such as
family holiday. Approval of extended leave for family holidays that fall during term time is given
rarely and students are expected to be at the College until the last day of each term. When
parents wish to withdraw their child from the school for an extended absence, they must first
write to the Principal and/or the Head of Primary requesting permission for this leave, outlining
the reasons for the withdrawal. The Principal/Head of Primary must receive this letter at least
one week prior to the proposed absence (except in case of an emergency) so that further
discussion and correspondence can occur if necessary. The Head of Primary will contact the
parents to notify them of any concerns and relevant issues.
It is important for parents to acknowledge that teachers are not required to supply academic
work for the student. An important aspect of education is the face-to-face contact teachers have
with students in the educative process. Tasks (such as worksheets) are given to students at
school to support, strengthen and reinforce teaching. If the teaching element is void then these
tasks may be inconsequential for the student. Without teacher input into the academic program,
the student may not necessarily progress at a rate deemed appropriate for the year level. For
this reason, the school promotes the importance of a student’s uninterrupted attendance at
school. Teachers will, however, expect the student to complete relevant tasks (such as keeping
a journal) for the duration of the student’s absence. These tasks must be negotiated before
departure and can be submitted to the teacher for assessment or review on arrival back at
school.
BIKES • Students are permitted, and encouraged, to cycle to school when appropriate.
• Bikes should not have expensive accessories which can easily be dismantled.
• Bikes should be engraved with student’s name and be chained or padlocked during the day in the designated location.
• Bikes are not to be ridden on the College pathways or campus at any time for safety reasons.
• The wearing of helmets is compulsory; students should carry their formal school hat in their bag while riding their bike.
CHAPEL
Each student in the Primary School attends a weekly Chapel service. These services are held
as an entire Primary School and are designed to:
help students develop an understanding of the reverence given to worship and spiritual reflection
offer a time for quiet contemplation
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help students to think about God’s messages for us
develop knowledge and understanding of the Bible
encourage students to take part in worship services
encourage students to respect the practices and beliefs of others in worship.
Special services: other than weekly Chapel Services, all students are expected to attend
special services conducted by the College including Easter Service, Anzac Day Service and
others as they arise throughout the year. Parents are very welcome to attend any of our Chapel
and other special services throughout the year.
CLASS ALLOCATION
The College considers the allocation of students to classes in each year level to be a very
important process. For this reason, a very clear and detailed system is followed for determining
class composition and the allocation of academic staff. The College believes that such a system
will enhance the educational environment for the students. It is not therefore the intention to
move a whole class group up from one year to the next, where all of the students in the class
stay as the same cohort of students for the class in the next year level. Consideration is given
so as to provide a balance of gender, academic abilities, behavioural traits, learning styles, age
of the student, sibling relationships and class size across all classes in the year level. Parents
who wish to make specific requests need to complete the Class Placement Request Form.
Only requests completed on this form will be considered. All sections of the form must be
completed.
CO-CURRICULAR ACTIVITIES
The Primary School offers a wide range of co-curricular activities. This facet of school life
provides a unique opportunity for the students to mix with their teachers on the sports field,
through cultural activities or away on school camps. The range of activities on offer enhances
the relationships between staff and students.
There are many benefits from participating in the co-curricular program, for participation is often
a way for the students to develop strong friendships, to build their self-esteem and to enable
them to identify more strongly with the school.
Sport
The College Sport Department prides itself on the philosophy that sport and opportunities for
sport are available to all, irrespective of ability. With this in mind the co-curricular program
encompasses a wide range of sports and activities with the aim of encouraging as many
students as possible to get involved. All of this is available in addition to our Sunshine Coast
Independent School Sports Association commitments alongside the eight other independent
schools on the coast. There are opportunities to play in a team in a range of sports that include:
Touch, Rugby Union, AFL, Soccer, Basketball, Netball, Water Polo, Tennis, Volleyball, Walla
Rugby, Softball and Gymnastics.
Sports available both before, during and after school hours are :
AFL Auskick
Athletics – after school coaching
Basketball – playing in the Noosa District Basketball competition
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Cricket
Equestrian
Fun Net – for Year 1,2 students
Golf - coaching at the Hyatt Regency - Coolum
Inflatable football – coaching at St. Andrew’s
Milo Cricket – after school
Netball – playing in the Coolum District competition
Rugby – playing in the Sunshine Coast Junior Rugby Union Competition each
Saturday
Rugby preparation
Running Club
Sailing - after school
Soccer
St Andrew’s Board Rider Club (learn to surf/bodyboard) program
Swim Squad
Tennis – Coaching after school
Touch – playing in the Noosa Touch competition
Triathlon Club – in association with Noosa Triathlon Club
Water Polo – Schools competition
Music The Co-Curricular Music Program offers students the opportunity to participate in ensembles
outside of school hours to enhance their musical learning and enjoyment of the discipline.
Participation in ensembles develops students' social, emotional and performance skills in a
rigorous but fun environment.
Students can elect to study an instrument/voice through the Co-curricular Music Program.
Lessons are held during school hours with specialist teachers either individually or in a small
groups in some instances.
Instruments that are currently offered are:
Students in Prep to Year 3
Voice
Piano
Violin
Students in Year 4 to Year 12
Voice
Piano
Flute
Oboe
Clarinet
Bass Clarinet
Bassoon
Alto Saxophone
Tenor Saxophone
Baritone Saxophone
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Trumpet
French Horn
Baritone/Euphonium
Trombone
Tuba
Percussion (tuned and untuned)
Violin
Viola
Cello
Double Bass
Guitar
Bass Guitar
Steel Pan
Information regarding the Hiring of Musical Instruments is available from the Music Office.
All students who undertake lessons are encouraged to join one or more of the College’s
ensembles, as advised by their instrumental music teacher in relation to readiness and
potential. For most music students, the ‘step up’ to ensemble membership is eagerly sought,
and once obtained is something they treasure due to the music challenges presented, the
camaraderie of working closely with their peers, and the opportunity for recognition of their skills
through a variety of performances. The College provides a range of ensemble opportunities
including:
Bands
Year 5 Band - Beginner level
Year 5 Orchestra - Beginner level
Concert Band - Intermediate level
Wind Ensemble - Advanced level
Stage Band - By invitation/audition
Steelband - Intermediate level
Choral (vocal)
Piccolo Preps - Prep
Junior Singers - Years 1 to 3
Primary Choir - Years 4 to 6
College Choir - Years 7 to 12
Chamber Choir - By invitation / audition
Strings
Double Bass Ensemble - Beginner/Intermediate
Cello Choir - Beginner/Intermediate students
String Ensemble - Beginner/Intermediate students
String Orchestra - Advanced students
Chamber Strings - By invitation
Symphony Orchestra - Advanced students
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Small Instrumental Ensembles
Guitar Ensemble
Saxophone Ensemble
Percussion Ensemble
Recorder Ensemble
Flute Ensemble
Contemporary Band
Clarinet Ensemble
Ukulele Ensemble
The Co-curricular Music Program strives to participate in a number of college and community
events with the aim of showcasing our musical ensembles and building confidence and
performance skills in our students.
Year 4/5 Immersion Program As part of their Year 4 and 5 Music studies, students will be involved in the Instrumental
Immersion Program. The Instrumental Immersion Program presents a wonderful opportunity
for these students to experience learning a string or band instrument as part of their academic
program. Instruments that will be available within the Instrumental Immersion Program include
- Alto Saxophone, Baritone Horn, Bass Clarinet, Cello, Double Bass, Euphonium, Flute,
Clarinet, French Horn, Oboe, Tenor Saxophone, Trombone, Trumpet, Viola, Violin. The
study on one of these particular instruments will be for a period of two years.
Theory of Music Theory of Music lessons are also available through the Co-Curricular Music Program. Theory
lessons are available to students from Year 4. Theory grades available for study include from
Grade One to Associate and examinations are usually organised through the Australian Music
Examinations Board (AMEB). Lessons are conducted as private lessons.
Other Co-Curricular
Other co-curricular activities include such activities as Chess Club, Art Club, Debating,
Tournament of Minds, Public Speaking, Readers Cup and Fabulous Book Investigators. Every
two years, the Primary school students have the opportunity to perform in the school Musical.
COLLECTION OF CHILDREN AFTER CO-CURRICULAR
ACTIVITY
For Primary School students, parents are to collect their child at the conclusion of an after-
school co-curricular activity from the venue of the activity. Please do not arrange to meet your
child in one of the carparks of the school, as they will be left unsupervised whilst waiting. The
children are informed that they are to remain at the venue to be collected. The staff will not
dismiss a child from the activity until a parent arrives to collect him/her. This procedure has
been put into place to ensure the safety of the children. Parents must write to the Head of
Primary should they wish their child to ride a bicycle home after any co-curricular activity.
COMMUNICATION
We see our College as a community – a community of students, teachers and parents. We feel
that we place the correct emphasis upon effective and open communication. We urge you not
15
to hesitate to consult with us if you perceive a problem arising. Should you wish to discuss your
child with the school then –
The class teacher is the first point of contact in any matter concerning your child’s educational
well-being. You are urged most strongly to discuss any concerns with the class teacher first.
We use several procedures to communicate with you:
Class Web Pages
Primary school class pages appear on the school web page. Each class has its own web page
where information such as the curriculum focus for the week, sight words, spelling words,
Mathematics and Literacy concepts, overview of the Humanities and Social Services unit,
overview of the week ahead, review of the previous week, upcoming events and things to
remember are detailed. It is also a good format for a parent notice board. This is an important
communication avenue for both the class teacher and the parents. Every Primary parent is
encouraged to regularly check the class web pages as these pages are continually updated.
Communication folders
The classes in Prep to Year 2 have a system using a communication folder, where each child
is given a folder in which notes and letters from the teacher and school are kept. The folders
are taken home each day and checked by the parents.
Parent/teacher evenings
Early in Term One, an evening is held for each class in the Primary School. These nights are
very valuable for the dissemination of information about the expectations and procedures
relevant to the classroom situation. They are not interview nights. Parents wishing to have
interviews are asked to arrange them with the class teacher.
Fortnightly newsletter
A fortnightly Newsletter is used to keep you up-to-date on activities within the school. The
Newsletter is emailed to families every second Friday. Parents also have the option to receive
the newsletter in a printed version as well as, or instead of, the emailed version. For this to
occur please contact Mrs Megan Hewitt in the Primary Office 5471 5545. As the Newsletter
contains information about forthcoming events, it is important that you have access to read the
Newsletter each fortnight.
School diary
A School Diary is distributed to each child in Years 1 – 6. It provides written information on
day-to-day matters concerning the College and it is the place in which students write their
homework tasks. There will be occasions when your child’s teacher will wish to communicate
with you by jotting a note regarding your child’s progress. He or she may use this diary knowing
that the news contained in the note will also be read by the child. Similarly, you may like to use
this diary to write to your child’s teachers. I would like to stress that rarely would we rely upon
the children to bring home verbal messages from school.
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Website
Each class in the Primary School has its own page on our website. This contains much news and useful information regarding each class. Parents are encouraged to check the webpages on a regular basis. Please visit our website, www.saac.qld.edu.au and look under the Primary School pages for more information.
CONTACT NUMBERS
Head of Primary School Mr Robert Paterson 5471 5545 [email protected]
Primary School Office Mrs Megan Hewitt 5471 5545 [email protected]
Primary School ABSENTEE Line 5471 5518 [email protected]
Information about Sport Mrs Wendy Porter 5471 5548 [email protected]
Information about Music Mrs Sophie Wrigley 5471 5536 [email protected]
Information about
Learning Centre Mrs Allison Paterson 5471 5818 [email protected]
Information about -
Prep – Year 3
Years 4-6
Miss Cath Green
Mr Ben Dean
5471 5543
5471 5618
Information about
Curriculum and
Assessment
Ms Sue Bambling 5471 5550 [email protected]
Information about fees Finance Office 5471 5520 [email protected]
Information about
Enrolments Registrar’s Office 5471 5826 [email protected]
Information about
OSHC Ms Racheal Vozzo 5471 5600 [email protected]
For specific information about your child and the class program, contact the class
teacher.
Notes for late arrival, early departure and illness should be given to the class teacher.
Homework queries to the class teacher.
Explanation for wearing non-uniform items are to be given to the class teacher.
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CULMINATING ACTIVITIES
Twice a year, each year level holds a culminating activity day. The purpose of these activities
is twofold; firstly it provides the students with an opportunity to breathe life into what they have
learnt throughout the semester and to demonstrate their learning to the people that matter most
to them; the parents! The culminating activity provides each parent a portal into the classroom
so they can see their child’s world as a student. Whilst the focus of the culminating activity will
tend to be themed around the topic of Humanities and Social Sciences and Science units,
students are encouraged to demonstrate their learning in all areas of the curriculum. As a parent
you will see some special moments that the children prepare just for the occasion. You will also
be given time to simply thumb through your child’s books.
CURRICULUM OVERVIEW – PARENT GUIDES
In the Primary School section on the College Website, parents can access an overview of the
content over each of the Four Terms in Mathematics, English, Humanities and Social Science
and Science for each year level from Prep – Year Six. This information is found on each Year
level’s webpage and also on the Academic Excellence page in the Primary School section.
DUTY OF CARE
St Andrew’s Primary School staff are required to take reasonable care to ensure the safety of
students within their care and protect them from predictable, obvious dangers.
Parents can assist in the management and duty of care of students by:
ensuring their child/ren attend school by 8.30am in order to be marked on the class roll
phoning the Primary School absentee line to inform of occasions (e.g. sickness) that the student will be absent from, late for or departing early from school. Alternately, a written note may be presented for late arrival/early departure.
affirming with their child/ren the Primary School practices for processing of late arrival and/or early departure (e.g. sign in/out procedures)
affirming with their child/ren the requirements (as above) for being collected from school activities, and ensure that these are adhered to
ensuring that they are prompt in collecting their child/ren from the College as per times published/announced for school activities including excursions, camps, sporting commitments
informing the College about their child’s medical history and any conditions which make him/her more vulnerable in particular circumstances.
When collecting children parents are asked to meet them at the designated areas. Any
unsupervised students found on the College grounds after 3.30 pm will be taken to the Main
Reception and parents phoned.
Medical information and Consent for excursions and camps must be completed online before
students will be allowed to leave the College grounds.
The playgrounds are out of bounds out of school hours. As a matter of our Duty of Care at
school, the staff, when on rostered playground duty, continually watch and monitor the children
when they are playing on the Primary playground equipment. As a teacher is not on duty both
before 8.10 am and after school in this area, the children are not allowed to play on the
equipment at these times unless under direct supervision by their parents.
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After school hours supervision is a parent responsibility unless that responsibility has been
delegated to the OSHC staff, or College staff. When special school and sporting events are
held out of school hours, student supervision is a parent responsibility unless otherwise stated
Students on campus after 3.00pm: No student will be knowingly left on campus unsupervised after 3.30pm. The College will
make all appropriate efforts to ensure students are cared for prior to being collected from school.
Students are only to be on campus after 3.30pm if involved in an after-school activity or waiting to be collected from such an activity.
After 3.30pm, all Primary School students are to be collected at the venue and as per directions from their class/co-curricular activity teacher. Music/other students may also be collected from the “lower” car park as appropriate to their activity/location, if supervised directly by the staff member involved with that activity.
After 5.00pm, any students on campus will be directed to Main Admin/Finance offices to await collection by their parent. If needed, the Head of Primary is to be informed of the student’s presence on campus and any issues relating to difficulty in contacting parents.
EDUCATIONAL SUPPORT OFFICERS (ESO’S) Dedicated ESO’s are employed in each year level. This extra assistance for the students strengthens the teaching and learning process and provides for the students a solid foundation in Literacy and Numeracy which is of great benefit to their ongoing education. By having the ESO’s work across the year levels, it is possible to enhance the educational outcomes of the children. Such ways include:
Providing individual support/group support for those students who are working below/above the taught concepts at any given time.
Assisting with “hands on” activities so that all students can be catered for within the year level
Extend the students’ knowledge at an immediate point of learning and interest as they seek answers to questions through their unit of work.
By understanding the teacher’s approach to the teaching of reading, ESO’s can support students during Literacy rotations, thus providing consistency.
Consolidate understanding with the students during numeracy rotations and through the use of other mediums as concrete materials, technology and worksheets.
ENQUIRIES
Please do not hesitate to contact the Primary Office should you have any queries regarding
Primary School on 5471 5545.
EXTENSION & ENRICHMENT PROGRAM
St Andrew’s Anglican College is a learning environment that endeavours to assist all students.
It is our goal is to develop and foster every individual’s abilities and assist them in realising their
potential. The Learning Services staff are tasked with assisting students, staff and parents
specifically in relation to those students who warrant learning support for identified learning
difficulties and/or disabilities as well as those students who are identified as benefiting from
targeted extension and/or enrichment beyond the mainstream curriculum.
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Identification of Students
Identification of students for learning support or extension/enrichment can be initiated by
teaching staff, parents or other professionals (e.g. adolescent psychiatrists). Parents who wish
the College to consider their son/daughter for learning support or extension/enrichment need
to submit an application to the Learning Services Department (forms are available from the sub-
school office); parents should consider first discussing their child’s academic progress with the
class teacher.
The College has established specific mechanisms for identifying, as soon as possible, those
students who experience difficulties with learning or who are ready for learning experiences
beyond the mainstream curriculum. In recognition that learning needs may arise and be
identified at various times throughout a student's school life, the College regards the
identification of students as an ongoing process.
Assessment of Students
For students identified with learning difficulties/disabilities (thus warranting consideration for
learning support) and those identified as highly able (thus warranting consideration for
extension/enrichment), the corresponding team of staff examines each student’s learning
needs, academic performance and academic potential in consideration with other factors
relevant to their social and personal development in order to determine the most appropriate
means of assisting the student with their learning experiences at the College.
Each student’s progress is monitored and reviewed through consideration of a range of data
including external standardised testing, in-school assessment, teacher feedback and
information provided by parents. Students will enter and exit learning support and
extension/enrichment programs as appropriate to their needs and academic progress.
Learning Support
Students identified to potentially receive learning support to address the impact of learning
difficulties and/or disabilities upon their academic progress will have their case addressed by
the Learning Support Management Team (LSMT) through review of the nature of their
difficulty/disability, the level of impact upon learning, and the resources accessible within the
College. Dependent upon the student’s year level, learning support can address reading,
writing, core numeracy skills, Mathematics and/or general curriculum access (the capacity to deal
effectively with assessment tasks). Other physical, behavioural and/or socio-emotional issues may
also be addressed as appropriate to a student’s particular circumstances and needs.
Student cases are reviewed by the LSMT twice each school year:
(i) end of Term 1 and
(ii) (ii) end of Term 3.
Most students receiving learning support will do so for two school terms:
- Terms 2 and 3 of the current school year - Term 4 of the current school year and Term 1 of the following school year
Learning support intervention is usually provided through (i) withdrawal sessions for students
to work individually or in small groups with a learning support aide, and/or (ii) in-class visits by
a learning support aide.
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Corresponding documentation (such as ISP, IEP) is used to identify for parents, staff and
external agencies the needs of identified students, the support to be provided and the actions
to be addressed by the class teacher. These documents are used to ensure that teachers and
support staff are familiar with the particular needs and learning goals of learning support
students. Where relevant, parents will be notified of meetings with relevant College staff
(usually once or twice per year) which are required to update details of the goals and outcomes
of learning support.
Extension and Enrichment
Students identified as ready for academic extension and/or enrichment are usually those who
have demonstrated themselves to be highly able in their academic development, particularly in
the areas of literacy and/or numeracy which in turn provide the foundation for students to
potentially excel in other academic areas including Science and Humanities. Students who
excel in other areas – such as sport, music, the creative arts – are addressed through those
specialist departments of the College.
Students identified for possible academic extension/enrichment will have their cases reviewed
by the Extension & Enrichment Management Team (EEMT) to determine the most effective
means of providing appropriately challenging and engaging opportunities to build upon their
strengths and skills.
Extension and enrichment is provided through a wide range of programs that are offered as
scheduled components of the curriculum as well as other co-curricular opportunities. As such,
extension/enrichment activities include but are not limited to:
- task modification (such that a student targets a different topic or end product for that subject) - timetabled extension lessons (students are usually withdrawn from class to attend) - competitions (e.g. Maths Olympiad, Tournament of Minds, Debating)
- excursions (e.g. Days of Excellence, Buranga and Meanjin Writers Camps)
The EEMT also works towards ensuring that all students identified as potentially benefiting from
extension/enrichment activities are provided the opportunity to do so. Decisions about which
activity/ies a student will be invited to join are based upon review of the student’s performance
against corresponding criteria for each activity.
Acceleration either by full grade level (e.g. moving a student from Year 2 to Year 4) or in a single
subject (e.g. a Year 3 student attending Year 4 Maths classes) may be considered by the College for
students who demonstrate the academic and socio-emotional readiness to undertake such a
pathway, and when the College’s structures (e.g. class size) support the potential to implement
such an action. Proposed cases for acceleration are reviewed by the EEMT prior to formal
consultation with parents to determine whether or not to pursue acceleration as the most
appropriate means of addressing the student’s learning needs.
Enquiries
Parents are welcome to make enquiries about the Learning Services Department’s policies
and procedures. To do so, please contact the Teaching & Learning PA, Miss Nikki Crow
(Phone 5471 5628 or Email [email protected]) so that she can alert the relevant staff
member to your enquiry.
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FURTHER PRIMARY PROGRAMMES
‘You Can Do It’
Added to the academic subjects which are being taught, the Primary School has adopted the
‘You Can Do It’ program, which is a program designed to improve student outcomes through
developing their social and emotional competence. The program focuses on building the social
and emotional skills of Emotional Resilience, Confidence, Persistence, Organisation and
Getting Along with Others. A thorough curriculum program, with a series of lessons for the
classroom teacher, has been written in order to develop these Foundations.
Music
In addition to the classroom music lessons, the Year 4 and Year 5 students are involved in an
Instrumental Immersion Program. The students in the Primary School have the opportunity to
be included in a number of ensemble groups and choirs.
Chess
All students in Year Three learn Chess. A qualified chess teacher facilitates the chess program
for all of the Year Three students one afternoon per week for each term.
ICAS Competitions
All students in Years 3 – 6 can nominate to participate in the ICAS Science, Mathematics and
English competitions.
Letter, Sound and Spelling Program
All students in Prep to Year 2 are involved in learning letters, sounds, blends and spelling
patterns using our own school based program that utilises the Letterland resources. In Years 3
to Year 6, the spelling program Soundwaves consolidates, develops and extends spelling
sounds, patterns and behaviours learned in Prep to Year 2. This program is a teacher-directed
and student-centred approach that focusses each week on a specific sound and the variety of
ways that sound can be spelled. The program is differentiated within each class through word
complexity within the sound to meet individual student’s vocabulary understanding and spelling
development.
Mathletics
The College is subscribed to Mathletics and all students from Years Prep – 6 have access to
this program. It forms an important component of the Mathematics curriculum with the Primary
School. You can access this via www.mathletics.com.au, each child will be given their own
logon details.
Prep Karate
The Prep students are involved in the Prep Karate program, which is an age specific,
professionally developed program that teaches important life lessons to children. The aim of
this program is for the students to develop mental and physical qualities of self-esteem, self-
control, self-confidence and healthy boundaries with respect for self and others. The students
are involved in one half hour lesson per week.
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Reading Eggs
The College is subscribed to Reading Eggs and all students from Years 1 – 6 have access to this program. It forms an important component of the English curriculum with the Primary School.
STEAM Program – Years 4 & 5
The Steam Projects form an important part of our Thinking Skills Program and incorporate new
initiatives launched at the College in 2015 to enhance our students thinking skills in Science,
Technology, Engineering, Arts and Mathematics. Included within these topics is Web 2.0 Tools
and Coding. Through this program, the students develop a variety of skills that are essential for
success: critical thinking and problem solving, creativity and innovation, communication,
collaboration, and entrepreneurship, to name a few. The context is motivating, engaging and
real-world, as we develop our students to be fully-literate 21st-century citizens.
Year 6 Trips
Whilst not compulsory, the students in Year 6 have the opportunity to visit Beijing Primary
School for two weeks as part of the Friendship Schools’ Program set up between St Andrew’s
Primary School and Beijing Primary School. The students stay in the international
accommodation, which is part of the Beijing Primary School, during the week with their Chinese
buddy and then stay with their buddy’s family over the weekend. During the week the students
attend classes at the school as well as spending time sightseeing the many amazing places of
interest.
Students also have the opportunity to spend a week in Outback Queensland visiting Barcaldine,
Longreach and Winton. The trip to Longreach provides the students with the chance to learn a
great deal by them experiencing first-hand the vastness of Australia and the diversity of the
land and its people. It develops for them a sense of Australia’s outback, where they visit such
places as the Tree of Knowledge, the School of Distance Education, the Waltzing Matilda
Centre, the Stockman’s Hall of Fame, the Qantas Museum and a cruise down the Thomson
River.
These two trips run concurrently for the Year 6 students.
HOMEWORK
Class teachers outline their expectations and procedures in regard to homework during the
Parent Information Evenings early in Term One. Parents are encouraged to support the
homework program and communicate with the classroom teacher directly whenever queries or
difficulties arise.
Homework is an integral part of developing good study habits for our students’ lives. Whilst the
majority of the homework set for our students is to consolidate concepts taught in the class in
English, Mathematics, Humanities and Social Science and Science, there is also a need to
broaden the definition of “Homework”. Any work that students do at home needs to be counted
and parents and teachers should work together to ensure that students do some work at
home. Students in Years 2 – 5 will be using a “Homework Grid” which enables students to do
their share of work in the home including activities such as housework, shopping, physical
activity and family outings – activities that enhance family life. The table below outlines the
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expected amount of homework for each year level. Reading each night is included in this time
allocation for homework. If a student has completed the recommended time per night and is
having difficulty to complete the homework, the student is to stop the homework and parents
sign off in the student diary indicating this. If the student continues to experience difficulties
parents should contact the teacher. It is expected that a student will develop a routine of
completing homework over a 4 night period. The 4 nights are decided by you and your child
with the flexibility to use the weekend as 2 of the nights, to accommodate co-curricular
activities. Each year level will inform you of the due day for homework.
Year Time per night
x 4
Time per
week Activity
Prep 5 – 10 min
night Max 40 min Home reading, sight words
Year 1 10 - 15 min
night Max 60 min
Home reading, sight words/spelling,
mathletics
Year 2 15 - 20 min
night Max 80 min Homework Grid
Year 3 20 - 25 min
night
Max 100
min Homework Grid
Year 4 25 - 30 min
night
Max 120
min Homework Grid
Year 5 30 - 40 min
night
Max 160
min Homework Grid
Year 6 40 - 50 min
night
Max 200
min Subject Specific
I.C.T. ACCEPTABLE USE FOR STUDENTS POLICY
Access to computers and the Internet is a privilege. They provide us with valuable learning
experiences for life including links with other schools, cultures and communities. Access to
Internet sites and e-mail is for educational purposes only. When using the Internet, you are to
conduct yourself in a responsible, ethical and polite manner.
Always respect your privacy and the privacy of others. Don’t share personal information on the
Internet. Many people may see information that you place on the Internet. When rephrasing
information from the Internet, or directly quoting from a site, you MUST always give the name
of the source (author, website address, etc.)
Failure to follow the guidelines below may result in losing access, disciplinary action and even
possible legal action. All computer usage is logged and monitored, and the College reserves
the right to remotely view your screen and take screen-capture images. Any logging information
may be used as evidence for college disciplinary matters or provided to law enforcement
officials.
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It is acceptable for students to use the
school computers and network for:
It is unacceptable for students to:
Assigned class work and assignments set by teachers
Developing literacy, writing, communication and information skills
Authoring text, artwork, audio and visual material for publication on the Intranet or Internet
Conducting research for school activities and projects
Communicating with other students, teachers, parents or experts in relation to school work or events
Access to articles in newspapers magazines, indexes or CD-ROMs
Access to online references such as dictionaries, encyclopaedias or LOTE language resources
Joining in approved cultural and social activities
Fair use of recordings from the Clickview Library for the purpose of school use only.
Download, distribute or publish offensive messages or pictures. This includes attempting to view inappropriate material on the Internet
Use obscene or abusive language to harass, insult or attack others. Cyber bullying can result in legal action being taken against a student
Use any non-school related file from a personal USB memory device, including games, MP3 music, videos, viruses and any other copyrighted material
Play any unauthorised games
Give away personal information or contact details over the Internet
Deliberately waste printing, Internet or server resources, including excessive downloads and storing non-school related files (MP3, games)
Damage or otherwise interfere with computers, printers or network equipment (including mice, keyboards and network cables)
Attempt to bypass security measures put in place by the College or any other organisation, including the Internet filtering system or using another person’s account or password
Violate any copyright laws which includes plagiarism (pretend someone else’s work is your own) and piracy
Use any College email account to send email to staff or students (except relating to College work or events), emails containing personal information, and chain or bulk emails
Use recordings from the Clickview Library for public viewing and/or for personal use
I have read and understood the above policy. I agree to comply with these guidelines and abide by all school ICT
rules and State and Federal laws. If I am issued a laptop as part of the College laptop program or am part of the
BYOD program, I also agree that I have read and understood the 1-to-1 laptop student guidelines and will abide by
them.
Full student name: ____________________________ Student Signature: ______________________________
Year Level in 2015: __________________________________ Date: _________________________
INTERVENTION – RESPONDING TO STUDENT BEHAVIOUR
Levels of intervention are applied in response to students requiring recourse and redirection to
meet their responsibilities as per the College Community Agreement. Redirection may be in
response to single offences, repeated behaviours, continual behaviour, single dangerous
and/or serious behaviour, repeated dangerous behaviour, or behaviour having a nominal
through to serious effect upon others. The level of intervention and the staff member involved
will be determined by the behaviour demonstrated by the student and an appropriate
understanding of the situation.
TYPE/S OF INTERVENTION STAFF RESPONSIBILITY
Verbal redirection
All staff members are responsible in a consistent manner for verbally redirecting students when students are not meeting expectations. Staff interact with students proactively at all times to ensure students are aware of expectations prior to requiring redirection for behaviour as appropriate to the maturity level of the student. Parental communication optional at this level.
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Verbal and written explanation and redirection e.g. diary note
All staff. Further verbal redirection and recourse of behaviour may be required. At this point, due to secondary redirection, written note should be made to student file by intervening staff member to ensure student, parent and College are aware of repeat intervention. Parental communication is required at this level.
Lunch time detention - Meeting with Deputy Head of Primary
All staff members are able to redirect and supervise students during a break from class to ensure that appropriate time is given for student reflection upon their responsibility to meet expectation agreement. A lunch time detention able to be utilised if deemed necessary by appropriate staff. Parental communication is required at this level.
After school detention
Deputy Head of Primary and Head of Primary are responsible for ensuring students attend after school detention due to student not meeting expectation agreement. Written parental communication is required at this level.
Internal suspension Deputy Head of Primary and Head of Primary. Written parental communication is required at this stage.
External suspension Head of Primary, Deputy Principal, Principal. Written parental communication is required at this stage.
Exclusion Principal. Written parental communication is required at this stage.
Alternative arrangements for compensation, deprivation of student privilege, reporting and/or
request for intervention from outside agencies is arranged on an individual case basis as
determined by the appropriate staff.
KEEPING COMMITMENTS If students are unable to keep a commitment they have made in respect to any activity, courtesy
requires that they inform the teacher in charge as early as possible. If a student is not able to
attend a fixture, music/instrumental rehearsal or performance, or other significant College
function, then a letter requesting permission to be excused (giving reasons for the proposed
nonattendance) should be written by the parent/s and given to the teacher/person in charge of
the activity within a reasonable number of days before the activity is to take place
KEY LEARNING AREAS Emphasis is placed on the basic skills of Literacy and Numeracy; however, all students study a wide variety of subjects. These include:
Mathematics
English
Humanities and Social Science
Science
Technology
Languages (Mandarin Chinese)
Art
Music
Health and Physical Education
Religious Education
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The students also participate in:
Infant Sport: Prep – Year 3
Interschool Sport: Years 4 - 6
Chapel/Assembly
Enrichment days
LATE ARRIVAL/EARLY DEPARTURE
Parents and guardians must sign their child out of the school if their child leaves school early.
Likewise, the students must be signed in if they arrive late or return to school after an
appointment – the sign in/sign out must be done at the Primary School Office. If your child is
leaving from sick bay, s/he may be signed out from that room. If a child is not in class by 8.30am
when the class teacher marks the attendance register, the child will be recorded as absent and
you will be sent an automated SMS if we have not been advised by you of this absence. If your
child arrives late, he/she must be signed in so the absence can be corrected by indicating the
time that the student arrived. Please contact the Primary School Absentee Line on 5471 5518
[email protected] if your child is going to absent or late to school.
LEARNING CENTRE
The Learning Centre provides an environment in which students are provided with positive and
enriching experiences whilst gaining the skills of independent research, strategies of lifelong
learning and an appreciation for and enjoyment of literature.
The Learning Centre:
Provides for resource based teaching and learning in all curriculum areas Encourages the development of the skills of independent research and lifelong learning Caters for the recreational needs of the students of St Andrew’s Anglican College Promotes a love of literature.
Learning Centre Opening Hours Monday 7.30am - 4.30pm
Tuesday 7.30am - 3.30pm
Wednesday 7.30am - 4.30pm
Thursday 7.30am - 4.30pm
Friday 7.30am - 3.30pm
Recess: 10.40am - 11.05am
Lunchtime: 1.10pm - 1.40pm
Primary students may access the Learning Centre after school on the above days for the
purpose of research and completion of homework but only under direct parent supervision.
Borrowing
Primary students may borrow from the Learning Centre at a time between 8.00am - 8.30am,
10.40am -11.00am, 1.10pm – 1.35pm, during their scheduled class borrowing times and after
school. Numbers of books that may be borrowed at a time are :
Prep 1 book
Years 1-4 2 books
Years 5-6 3 books
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Student Overdues
Overdue notices are generated on a weekly basis and forwarded to students via their class or
home group teacher (a class notice). If the resources are not returned a further individual notice
is generated at the conclusion of each term and forwarded to the student’s home address.
Resources that are outstanding at the conclusion of the year and not returned will be invoiced.
LIFE LONG LEARNERS
Paramount to the effective teaching and learning process is the overriding elements of the
curriculum known as the attributes of a lifelong learner. A lifelong learner is described as
someone who is:
A knowledgeable person with deep understanding
A complex thinker
A creative person
An active investigator
An effective communicator
A participant in an interdependent world
A reflective and self-directed learner
All of the lifelong learning attributes are reflected in school-based documents and are
essentially important in educating students to become active and informed members of society.
LOST PROPERTY/ NAMING BELONGINGS
Parents are requested to ensure that all belongings (uniform items, lunch boxes, stationery
items, etc) are clearly labeled, so that they can be returned to their owner if found. All lost
property is held at the Uniform Shop.
LUNCHES
In order to help us support healthy eating habits, please ensure that your child’s morning tea
and lunch includes such items as sandwiches, fruit, cheese, muesli bars and milk or fruit drinks.
We do not encourage items such as lollies, chips, chocolates or soft drinks. Some classes break
during the morning session for a fruit time. The children are therefore encouraged to bring to
school an extra piece of fruit or vegetable for this break. All students have access to the
tuckshop for lunch and recess (please refer to the Tuckshop section)
TUCKSHOP
The Primary School Canteen is open at morning tea and lunch on Monday and Friday for
Primary students from Years 1 to 6 to purchase snacks by using either their Student Card or
cash. Primary students, with the exception of Year 6, are not allowed to walk to the Secondary
School to access their canteen, therefore, it is important that all main meal items for recess and
lunch are only ordered online via My Student Account through the Parent Portal of the College.
Online orders can be done days, weeks and months in advance. The cut off time is 7.30am for
the daily online ordering of food.
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Students are to collect their pre-ordered food from the Primary Canteen. Prep students are
unable to purchase snacks from the tuckshop as they are not allowed to leave the Prep area.
NUTS AND NUT BASED PRODUCTS
St Andrew’s Anglican College recognises the potential life-threatening danger to students with
anaphylactic allergies and therefore has written a policy with recommended guidelines for the
parents and staff to help minimize the risk for the students of contact to nuts and nut-based
products.
The identity of an anaphylactic student and specific information relating to that student must be
revealed to the College Principal. Therefore, it is the responsibility of parents/caregivers of
anaphylactic children to identify their children to the Principal.
While the College cannot guarantee an allergen-free environment, the College will take
every reasonable step to ensure a safe environment for children with life-threatening allergies.
Unless specifically requested by parents, as a general rule the Primary School will:
Notify the parents/caregivers of children in the same age cohort of an anaphylactic child of the situation and advise according to the particular needs of the child.
Request only safe “treats” and birthday cup cakes are made by parents/caregivers for special occasions such as birthday celebrations.
Require anaphylactic students to eat only food prepared at home. Discourage the sharing of food, utensils, and containers; children with allergies will use
their own pencils, scissors and glue. Encourage the anaphylactic child to take mealtime precautions such as washing hands
and avoiding contact with other students.
Parents are encouraged to provide nut free food sources for their children while at school and
on excursions. Owing to the age of the students, if there are any anaphylactic children in
Prep, Year One and Year Two, the relevant year level will be deemed as nut free.
MESSAGES
Should parents need to get a message to their child during the day, they are to ring the Primary
office by no later than 2.30pm. It is very difficult to get messages to the children after this time
as the afternoon can get quite busy with the end of the day routines. On sport afternoons, many
children are either located widely over the school campus or are at sport venues away from the
school, making it particularly hard to get the message to the child if the telephone call is received
after 12.30pm. It is though understandable that exceptional circumstances may happen and
later phone calls will occur.
OFFICE HOURS
Teachers commence school ground supervision duties at 8.10am. Students should not arrive
at school unnecessarily early as the playground is unsupervised. The Primary Office is normally
staffed between 8.00am and 3.30pm each school day. The Main Office at the front of the school
is staffed between 8.00am and 4.00pm each school day.
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ORGANISATION
The Primary School consists of classes from Prep – Year 6. The class sizes are kept to around
the following numbers:
Prep 26
Years 1 – 3 27
Years 4 – 6 29
The College is organised such that every class has its class teacher who takes the students in
the core subject areas and who is responsible pastorally for the students in his or her class. All
classes have dedicated educational support officers to assist the students in their academic
studies. This strengthens the teaching and learning process and provides for the students a
very solid foundation in Literacy and Numeracy which will be of great benefit to their ongoing
education. The students will be involved in lessons in Art, Music, Chinese, Library, Physical
Education and Christian Education, which are taken by the specialist teachers.
The staff work hard to help the students quickly feel part of the College community.
OUR GOALS
The Primary School encourages our students to:
be motivated to achieve to their personal best
complete tasks to the best of their ability
develop a positive attitude towards their learning
be confident, self-assured and assertive
be critical thinkers
become skilled in the use of information technology
participate fully in opportunities presented to them
develop and define their personal spirituality within an Anglican framework
By the end of Year 12 we ensure that all of our students have had the opportunities to
develop certain qualities. As a Prep – Year 12 school, this commences in the Primary Years.
As a College, we aspire the students to develop and:
Be creative Be resilient Be humble
Show respect Be Collaborative Be Self-Motivated
Be Enquiring Be confident Be Self-aware
Be able to reflect Have a Heart for
Service
Have a Desire
to Learn
Be an Effective
Communicator
Demonstrate
Compassion and
Empathy
Be able to Lead Self
and Others
Be happy and
Optimistic
Be Independent
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OUTSIDE SCHOOL HOURS CARE
The Outside School Hours Care operates from Monday to Friday, before and after school, and
also Vacation care during the school holidays. Detailed information, including enrolment forms
and fee schedules are available from Little Saints. Any queries should be directed to Little
Saints 5471 3133.
OUTDOOR EDUCATION
Students from Prep through to Year 6 are given every opportunity to develop as a whole person
by engaging in our Outdoor Education Program. Students from Prep through to Year 6 are
given every opportunity to develop as a whole person by engaging in our Outdoor Education
Program. From an early age, our students learn the basics of good communication, bush craft
and teamwork. A varied and sequential outdoor education and personal development program
is implemented throughout the Primary School. Students are encouraged to step outside their
comfort zones from time to time, but will be nurtured in such a way that allows them to grow,
develop and construct meaning at their own personal level. The Outdoor Educational Camp is
a required component of each child’s curriculum at St Andrew’s.
The Camping program includes:
Year Level Venue Time Duration
Prep Australia Zoo Day only
Year 1 Maranatha Day only
Year 2 Mudjimba Day only
Year 3 Mudjimba One night
Year 4 Kiah Park Two nights
Year 5 Mon Repos, Bundaberg Two nights
Year 6 Canberra Five nights
Year 6 students have the opportunity to participate in one of two optional trips:
i. A two week visit to Beijing Primary School in China ii. A one week Outback Tour, visiting Emerald, Barcaldine, Longreach and Winton
PASTORAL CARE
As St Andrew’s, the welfare of the students is of immense importance. We believe that children
learn best in the supportive and nurturing environment of a Christian Community. It is our aim
to assist each student to grow in self confidence, to engage in the learning process, to feel
supported in their endeavours and to be secure within the school community.
The students of the Primary School are organised into Year groups and within those year
groups, into classes. The class is the primary unit for instruction and for pastoral care. Each
teacher is allocated a class for whom he or she is the pastoral advisor. The class teacher is the
first point of contact for parents in any matter concerning their child’s education or well-being.
We expect the students to learn to respect other students and their property. The College has
a policy for dealing with incidents of teasing, bullying and stealing. Every day, each teacher
and student should expect to look forward to a pleasant, productive day. No one is expected
to suffer insults or other inappropriate behaviour in silence. We want parents and students to
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feel confident to speak to us about their concerns for we are in the best position to deal with
such matters. Should your child experience teasing or other unpleasantness in the playground,
in the classroom, or in any other aspect of school life, please communicate this information to
us. We will investigate it and take appropriate action.
The Deputy Head of Primary oversees and coordinates the pastoral care policies within the
Primary School. The class teachers are responsible for the pastoral needs of their students
with the Deputy Head of Primary being available to help class teachers, parent and students.
To ensure the pastoral care of our students we will:-
Support the development of each student’s skills, attitudes and values regarding personal and social issues of concern by: - Addressing youth issues of concern including stereotyping, self image, respect and
esteem, relationships and gender related issues.
- Assisting students in their development of appropriate life skills and strategies which
will assist them deal with social issues of concern. These skills include conflict
management skills, negotiation skills and effective communication skills.
- Using the Peer Mediation program to assist in the resolution of various social issues
in the playground.
Maintain and build on procedures that provide support for students who have specific personal needs by: - Further developing the House and Buddy systems
- Implementing the SEASONS grief and counselling program where appropriate
- Further developing, maintaining and adhering to the Code of Conduct/Anti-Bullying
Policy and by challenging anti-social behaviours within our school community.
- Affirming and maintaining the ‘You Can Do It’ program
- Accessing the Deputy Head of Primary when appropriate
Celebrate the achievement of students by: - Rewarding positive playground behaviour
- Acknowledging student’s classroom achievement by establishing reward systems
within each class
- Highlighting student’s efforts and achievements through weekly awards at assembly.
- Acknowledging students’ school and other achievements at assemblies and/or in the
newsletters
PEER MEDIATORS As an element of our approach to the social-emotional well being of the students, the Year 6
students have the opportunity to become a Peer Mediator. The responsibilities of the Peer
Mediators include:
• Assisting students with non-physical conflicts in the playground
• Assisting some students with social issues
• Helping the Prep and Year One teachers with supervision of eating time
• Nominating a primary class to receive the Tidy Eating Area award each week
• Promoting the Student Care Policy at assemblies
• Ambassadors for environmental awareness in the Primary School
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The College sees this as a very significant role in the Primary School and all Peer Mediators
attend two training sessions to ensure they have the necessary skills to carry out these
important duties.
POLICY FOR THE USE OF STUDENT EMAIL
St Andrew’s Anglican College offers students access to email accounts. This access enables
students to obtain information and exchange messages to enhance their learning. As such, the
use of email for research and communication provides a very valuable tool to assist learning.
St Andrew’s Anglican College is committed to educating students about safe and appropriate
use of email. Access to email is viewed as a privilege. Use of the email system is required to
align with the College’s Student Agreement Policy which will be used for any necessary
disciplinary purposes.
There are clear expectations when using email. Following these expectations is the student’s
responsibility.
Student Responsibility
You will:
keep your password and user-id account details confidential.
use language which is considerate and polite.
refrain from using email in a way that intimidates or harasses other students.
delete any old and/or unwanted messages promptly (except for abusive or insulting
messages – see below regarding informing your Head of School)
identify yourself by your name when communicating through the school email system
with a student or teacher
only send messages relating to schoolwork or school events when using email during
the school day
immediately report to your teacher or Head of School any inappropriate, insulting,
offensive, threatening or intimidating emails you receive from other students/persons
You will not:
give your account details, user-id or password to anyone. including your friends
log onto the network using someone else’s account or password
send information that other users are likely to find offensive
use obscene, rude, inflammatory, threatening or disrespectful language towards or
about another person
reveal personal information about yourself or any other person; such information
includes addresses and telephone numbers
send “bulk” emails or “chain” emails
send personal emails during school hours
print emails unless directed to do so by your teacher or given permission by your
teacher to do so for a school-related purpose
send emails to other students
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ACCEPTABLE USE OF COLLEGE EMAIL
It is the policy of St Andrew’s Anglican College that student email will be used in a responsible,
legal and ethical manner. Failure to do so will result in appropriate consequences. The College
reserves the right to review any material associated with a student’s or staff member’s user
account and to scan contents of emails coming into or out of the school for inappropriate
content.
There are a number of consequences should a student use email inappropriately.
1st Offence: Access lost or restricted for one week. Parents are contacted by the class
teacher/Deputy Head.
2nd Offence: Access lost or restricted for the term. Parents are contacted by the Head of
Primary.
3rd Offence: Access lost or restricted for the academic year. Parents are contacted by the
Head of Primary.
Depending on the nature of the offence, other sanctions may apply.
Student Communication With College Staff
In relation to matters pertaining to schoolwork and school events, students are permitted to
email work/homework, projects and relevant questions to their class teacher/s. Students are
not to send emails of any other nature or purpose to College staff.
PUNCTUALITY
At the commencement of each school day, each Primary Class has a ten minute form period in
the morning. This time is from 8.30 – 8.40am and is designed to prepare the children for the
day so that lessons can start immediately at 8.40am. It is also a time to attend to administrative
details with the class. To assist the classroom teachers to prepare the children for the day, we
ask that all children are at school and seated in the classroom at 8.30am. It is very disruptive
for the teacher and students of the class if a child arrives late in the morning. In addition to this,
it is preferable that the parents have left the classroom by 8.30am so that the learning can begin
(unless being a classroom helper for the morning). The class teachers appreciate your support
with these procedures.
SCHOOL TIMES
Students are encouraged to arrive at school from 8.10 am. Students are not to play on the
equipment in the Primary playground until a teacher comes on duty at 8.10 am. Students may
use the equipment before this time if they are supervised by their parents. At 8.25 am, students
are to go to their classes and unpack ready for the day. Unless supervised by the classroom
teacher, no students are to be in classrooms before this time.
Morning break for the Primary School commences at 10.40 am with a ten minute eating time in
year level areas. The play session commences at 10.50 am and concludes at 11.00 am. Lunch
break commences at 1.00 pm with a ten minute supervised eating time in year level areas. The
play session commences at 1.10 pm and concludes at 1.40 pm.
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Primary classes are dismissed at 3.00 pm; however, in the first four weeks of the year, the Prep
students are dismissed at 1.45 pm. Parents can collect the children in Years One – Six from
either the classroom or the pick up collection points on the roadway next to the main
administration car park or at the bus shelter at the top car park. Students who are not collected
by 3.30 pm will be sent to the main administration building, where the parents will be contacted.
A record is kept of any student who arrives late for school, indicating date and length of time
late. These records are then used for reporting on punctuality. Cases of frequent lateness are
reported to the Head of Primary.
SKATEBOARDS, SCOOTERS, ROLLERBLADES
It is not permitted for students to ride these or other such items on the College campus for
safety reasons. If brought to school, they are to be stored safely for the duration of the school
day in the office.
STATIONERY AND TEXTBOOKS All students in Prep to Year 6 will be supplied with a booklist prior to the new academic year.
(or when they commence enrolment in the Primary School). The students are not required to
purchase text books as these are supplied by the College. The cost of the text books is included
in the tuition fees for each student.
STUDENT AGREEMENT
The “Student Agreement” reflects the values of the College Community Agreement and
provides further explanatory documentation of the operation of this agreement. These details
outline expectations and desired behaviours to be adhered to by students. All students and
parents are required to sign the diary at the beginning of the year as an acknowledgment of
their understanding of the expectations to which they have agreed. The expectations and
examples set out in the following table are reasonable guidelines for all students to follow:
The expectations and examples set out in the following table are reasonable guidelines for all
students to follow:
College
Community
Agreement
Standards
Expectation
Examples of demonstrating desired behaviours
Standards
1, 2, 3, 5, 6 & 9
I will display politeness,
tolerance and respect
towards others at all
times.
I will demonstrate:
Use of good manners
Courtesy when speaking
Treatment of others as I would want to be treated myself
Respect for the personal space of others
Adherence to the College “hands off” policy
Acceptance and acknowledgement of the uniqueness of others
Appreciation of the rights of others
Friendliness and helpfulness towards all
Co-operation with staff and fellow students
Respect for self, others, property and environment
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College
Community
Agreement
Standards
Expectation
Examples of demonstrating desired behaviours
Inclusivity
Respect for the right of teachers to teach and of students to learn.
Standards
1 to 9
I will display personal
responsibility as a
College student
I will demonstrate:
Punctuality for all classes and activities
Adherence to student timetable and particular College activities
Respect for the rights of others to learn
A willingness to complete all academic expectations to the best of my ability
Pride when representing the College
Standards
6 & 7
I will display respect for
the uniform expectations
of the College.
I will demonstrate:
Wearing the correct uniform to the standards and expectations specified in the diary (year level specific)
Standard 9 I will display responsible
care for the College
environment
I will demonstrate:
Tidiness and cleanliness in the College environment
Helpfulness in keeping the natural environment of our College attractive and healthy
Appropriate care when using other people’s property with their permission
Appropriate care when using allocated College property
Standards
3, 4, 8 & 9
I will display safe
behaviour at all times
I will demonstrate:
Safety by staying within specified areas of College campus
Using school buildings under supervision of teacher
Care and safety of self and others while at the College
Safe and appropriate use of equipment at the College
Appropriate use of legal substances. The College has a zero tolerance policy regarding illegal substances
I, as student or parent, am willing to abide by the College Community Agreement and its implementation at St Andrew’s. Date:
Student signature:
Date:
Parent signature:
STUDENT DIARY
At the beginning of the school year, every child in Years 1 – 6 is issued with a School Diary
which is intended to fulfill the following functions:
A handbook for parents – this information is to be found in the front pages
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A means of communication. Both staff and parents are encouraged to use the
“teacher/parent comments” section to write notes concerning the child’s progress.
The place in which homework is written.
As this is an important item of their personal property, the following guidelines must be followed:
Read through the diary for information about the College and its expectations. Staff
can provide further details if you do not understand any of these expectations.
The diary is a formal school document. As such, it is to be kept free of graffiti and
other unnecessary decoration. It is not to be defaced in any way.
The diary is to be used to organise homework, assessment details, and to assist with
study schedules. Information is to be entered neatly and legibly.
Personal details are not the purpose of this book (the official St Andrew’s student
diary). If students wish to keep a personal diary, they must use a separate book.
The diary has space for parents and teachers to communicate with each other. These
spaces are to be kept free of other entries.
The diary is to be taken home to parents each day so that messages are received by
parents and teachers.
The diary will be checked regularly by the class teacher. Parents should sign it at the
end of each week to indicate that they have seen notes and homework entries.
The diary must be taken to all classes.
Taking sufficient care of the cover, binding and pages will protect the diary, prolong its
life and prevent the need to buy a replacement.
If the diary is misplaced or lost, students are to let their teacher know at once in order
to receive a temporary replacement. If the original is not found, a replacement must be
purchased from the College.
STUDENT EXPECTATIONS – COLLEGE COMMUNITY
AGREEMENT
St Andrew’s Anglican College operates upon Christian values and it is expected that all
members of the College community behave in a manner that reflects these values. The College
expectations which are outlined below apply at all times.
As a student of St Andrew’s Anglican College s/he agrees to:
1. Respect the right of teachers to teach and students to learn
2. Display politeness, tolerance and respect towards others at all times. It is expected that
I will demonstrate courtesy to all members of staff and visiting adults within the College
grounds and local community.
3. Acknowledge and support the role of the duly appointed student leaders.
4. Behave appropriately whilst at school and when travelling to and from the College.
5. Refrain from the use of or involvement with tobacco, alcohol and any illegal substance.
The College enforces a zero tolerance policy regarding illegal substances.
6. Participate in sport, excursions, camp and other curriculum related activities unless
exempt by a medical certificate.
7. Represent the College with pride.
8. Adhere to the College dress code.
9. Remain within College boundaries during the school day unless given permission to
depart by a staff member.
10. Demonstrate responsible care for the College environment and the property of others.
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The Principal or nominated delegate may exclude students at his/her discretion who seriously
breach College rules or behave in a prejudicial manner. This exclusion may be permanent or
temporary.
STUDENT HEALTH
Medical Information All St Andrew’s Anglican College parents are responsible for providing the school with accurate,
up to date information about their child’s medical needs. Medical Information forms are issued
and are to be completed by parents and returned to the school office as soon as possible. If
any of the information given changes throughout the year parents must notify the school.
It is essential that the school holds current information at all times. Separate medical forms accompany each excursion consent form and must be completed and returned for each excursion.
Student Medication ALL medications, including paracetamol, antihistamines and antibiotics are to be handed in at
the College’s Sick Bay (First Aid Room) upon arrival at school. Medications must be in
original pharmacy packaging with a pharmacy label stating student name, dosage and
time of day to be administered. Medications such as Dexamphetamine, Ritalin and
Panadeine must be brought directly to the College by an adult, NOT by students. Please do
not break up medications. Students going on camps must bring any medications to the
designated staff member prior to departure. If a student contracts a contagious condition such
as chickenpox, measles, school sores or head lice, parents are to contact the College
immediately after diagnosis.
Infectious Diseases These guidelines have been drawn up on the premise that children who have been ill with an
infectious disease will not return to school until they have fully recovered.
Recommended Minimum Exclusion Periods for infectious conditions for school, pre-school
and child care centres
National Health and Medical Research Council
CONDITION EXCLUSION OF CASE EXCLUSION OF
CONTACTS
Amoebiasis
(Entamoeba
histolytica)
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Campylobacter Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Candidiasis See ‘Thrush’
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Chickenpox
(Varicella)
Exclude until all blisters have dried. This is usually
at least 5 days after the rash first appeared in
unimmunized children and less in immunized
children.
Any child with an immune
deficiency (for example,
leukaemia) or receiving
chemotherapy should be
excluded for their own
protection. Otherwise, not
excluded.
CMV
(Cytomegalovirus
infection)
Exclusion is NOT necessary Not Excluded
Conjunctivitis
Excludes until the discharge from the eyes has
stopped unless doctor has diagnosed a non-
infectious conjunctivitis.
Not Excluded
Cryptosporidium
infection
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Diarrhoea (No
organism
identified)
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Diptheria
Exclude until medical certificate of recovery is
received following at least 2 negative throat swabs,
the first swabs, the first swab not less than 24
hours after finishing a course of antibiotics followed
by another swab 48 hours later.
Exclude contacts that live
in the same house until
cleared to return by an
appropriate health
authority.
German Measles See “Rubella”
Giardiasis Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Glandular fever
(Mononucleosis,
EBV infection)
Exclusion is NOT necessary Not Excluded
Hand, foot and
mouth disease Exclude until all blisters have dried Not Excluded
Haemophilus
influenza type b
(Hib)
Exclude until the person has received appropriate
antibiotics treatment for at least 4 days Not Excluded
Head lice
(Pediculosis)
Exclusion is NOT necessary if effective treatment
is commenced prior to the next day at childcare (ie
the child doesn’t need to be sent home
immediately if head lice are detected).
Not Excluded
Hepatitis A
Exclude until a medical certificate of the recover is
received but not before seven days after the onset
of jaundice.
Not Excluded
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Hepatitis B Exclusion is NOT necessary Not Excluded
Hepatitis C Exclusion is NOT necessary Not Excluded
Herpes simplex
(cold sores, fever
blisters)
Exclusion is not necessary if the person is
developmentally capable of maintaining hygiene
practices to minimize the risk of transmission. If
the person is unable to comply with these practices
they should be excluded until the sores are dry.
Sores should be covered by a dressing where
possible.
Not Excluded
Human
Immunodefi
ciency Virus
(HIV/AIDS)
Exclusion is NOT necessary. If the person is
severely immunocompromised, they will be
vulnerable to other people’s illnesses.
Not Excluded
Hydatid disease Exclusion is NOT necessary Not Excluded
Impetigo (school
sores)
Exclude until appropriate antibiotic treatment has
commenced. Any sores on exposed skin should be
covered with a watertight dressing.
Not Excluded
Influenza and
influenzalike
illnesses
Exclude until well Not Excluded
Legionnaires’
disease Exclusion is NOT necessary Not Excluded
Leprosy Exclude until approval to return has been given by
an appropriate healthauthority Not Excluded
Measles Exclude for 4 days after the onset of the rash
Immunised and immune
contacts are not excluded.
Non-immunised contacts
of a case are to be
excluded from child care
until 14 days after the first
day of appearance of rash
in the last case unless
inmmunised within 72
hours of first day of
appearance of rash in the
first case.
Meningitis
(bacterial)
Exclude until well and has received appropriate
antibiotics Not Excluded
Meningitis (viral) Exclude until well Not Excluded
Meningococcal
infection
Exclude until appropriate antibiotic treatment has
been completed Not Excluded
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Molluscum
contagiosum Exclusion is NOT necessary Not Excluded
Mumps Exclude for nine days after onset of swelling Not Excluded
Norovirus Exclude until there has not been a loose bowel
motion or vomiting for 48 hours Not Excluded
Parvovirus
infection (fifth
disease,
erythema
infectiosum,
slapped cheek
syndrome)
Exclusion is NOT necessary Not Excluded
Pertussis See ‘Whooping Cough’ Not Excluded
Respiratory
Syncytial virus Exclusion is NOT necessary Not Excluded
Ringworm/tinea Exclude until the day after appropriate antifungal
treatment has commenced Not Excluded
Roseola Exclusion is NOT necessary Not Excluded
Ross River virus Exclusion is NOT necessary Not Excluded
Rotavirus
infection
Children are to be excluded from the centre until
there has not been a loose bowel motion or
vomiting for 24 hours
Not Excluded
Rubella (German
measles)
Exclude until fully recovered or for at least four
days after the onset of the rash Not Excluded
Salmonella
infection
Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Scabies Exclude until the day after appropriate treatment
has commenced Not Excluded
Scarlet fever See ‘Streptococcal sore throat’ Not Excluded
School sores See ‘Impetigo’ Not Excluded
Shigella infection Exclude until there has not been a loose bowel
motion for 24 hours Not Excluded
Streptococcal
sore throat
(including scarlet
fever)
Exclude until the person has received antibiotic
treatment for at least 24 hours and feels well Not Excluded
Thrush
(candidiasis) Exclusion is NOT necessary Not Excluded
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Toxoplasmosis Exclusion is NOT necessary Not Excluded
Tuberculosis
(TB)
Exclude until medical certificate is produced from
an appropriate health authority Not Excluded
Typhoid,
Paratyphoid
Exclude until medical certificate is produced from
appropriate health authority
Not Excluded unless
considered necessary by
public health authorities.
Varicella See ‘Chickenpox’ Not Excluded
Viral
gastroenteritis
(viral diarrhoea)
Children are to be excluded from the centre until
there has not been a loose bowel motion or
vomiting for 24 hours
Not Excluded
Warts Exclusion is NOT necessary Not Excluded
Whooping cough
(pertussis)
Exclude until five days after starting appropriate
antibiotic treatment or for 21 days from the onset of
coughing
Contacts that live in the
same house as the case
and have received less
than three doses of
pertussis vaccine are to be
excluded from the centre
until they have had 5 days
of an appropriate course of
antibiotic. If antibiotics
have not been take, these
contacts must be excluded
for 21 days after their last
exposure to the case while
the person was infectious.
Worms Exclusion not necessary if treatment has occurred Not Excluded
STUDENT LEADERSHIP
Students in the Primary School have many opportunities to develop their leadership skills. They
have the opportunity to be elected to a leadership position in the Primary School.
The elected students will be guided and managed by the Primary School Staff so that they grow
in confidence and ability in order to perform their duties creditably. As such, the students are
expected to be committed to their leadership position. There is a formal process to be elected
into a leadership position by the students submitting an application form addressing certain
questions and selection criteria and then being involved in an interview with the Head and
Deputy Head of Primary. Student leaders are expected to make a full commitment to the various
duties and responsibilities attached to the position.
STUDENT COUNCIL The Student Council within the Primary School is an important leadership group, as it gives the
students greater participation in the decision making process and functioning of the school.
Members of the Student Council are able to have a forum to discuss any issues which have
been raised in class discussions, as well as being an avenue to discuss general school issues.
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In the first Term of each year, two students from each class in Year 5 are elected as part of the
Primary School Student Council. These students will be voted into the position by their class
peers. The students will hold the position for the entire year. It is important to structure and
organise the St Andrew’s Anglican College Primary School Student Council so that it becomes
an effective and efficient committee within the school. Therefore, for this to occur, the members
of the Student Council need to have a strong understanding of and commitment to the aims
and principles of the Council. The Primary School Student Council will consist of the Year 6
Primary School Leaders and the elected representatives from each Year 5 class, and will meet
each fortnight.
SUN SAFETY
St Andrew’s Primary School is a credited Sun Smart School through the Queensland Cancer
Council. Therefore, all students are required to wear school hats throughout the year. Parents
are asked to assist their children to apply sunscreen before school. Sunscreen is also available
for students to reapply during the day in classrooms. We require that parents will support the
school’s commitment to the SunSmart policy and act as positive role models by practising
SunSmart behaviours.
TECHNOLOGY
The use of technology is widely integrated within the College. All classes in Prep to Year 4 have
interactive whiteboards. The students in Prep, Years 3 and 4 also use iPads as an important
learning tool within the classroom. All students have access to a bank of computers in each
classroom as well as a Primary Computer Laboratory. Internet access is available to all students
for research purposes. The Year 5 and 6 students are involved in a one-to-one laptop program.
Software programs are selected to enhance the learning in the Key Learning Areas, but in
particular in Literacy, Numeracy, Humanities & Social Sciences.
UNIFORM GUIDE
The College’s student uniform has been designed to be visually impressive yet comfortable.
Students are encouraged to learn the importance of good personal presentation, as well as the
need to represent their College well when wearing the uniform. In designing the uniform, the
stages of a child’s development have been considered, as well as relevant seasonal and
environmental features. Staff will be consistent in encouraging children to wear the uniform
correctly, and parents’ help is valued in maintaining high standards. A detailed list of essential
and optional items for each age group, individual prices and pack prices are available from the
Uniform Shop.
While in public, students must wear their full and proper uniform, including before and after school. NOTE – in matters pertaining to the College’s image, including the appearance of students and staff, the Principal retains the right to use his/her discretion in making requests of students, parents or staff. Prep – Year 1 Sports uniform only. Girls may choose shorts or skirt. Shoes – although the College prefers predominantly white sport shoes, students are able to wear a shoe (Velcro, not laces) that best fits their foot, of any colour ( except black); however, students are not to wear skate, surf style or high-top sport shoes. The pullover may be worn with the sports uniform.
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Year 2 May wear Sport uniform as per Prep/Year 1 students or Day Uniform consisting of the diamond or stripe skirt for girls with white shirt and tie, or shorts and white shirt for boys. There should be no mixing of Day and Sport uniform items. See section below for shoes. Years 3 – 5 Girls wear either the diamond or stripe skirt with white shirt and tie for day wear. Boys’ wear white day shirt and navy shorts. Shoes as per section below. Years 6
Year 6 girls wear diamond (mid-calf) or stripe ( knee length) style skirt
Girls formal uniform is as above including College blazer.
Boys may choose day shirt and shorts on non-formal days.
Boys’ formal uniform is College blazer, long sleeved formal shirt and tie with long pants.
Boys may only wear the blazer with long pants General All items of uniform, except shoes, must be purchased through the College Uniform Shop
Families are advised of formal occasions in advance, and for these, students must wear the required Formal Uniform. These occasions include Formal Assemblies, Chapel Services, Open Days, occasions when students are representing the College (excursions), and at other times as advised.
The Formal Uniform must be worn to every Chapel Service (once weekly) school day in Term 2 and Term 3.
Badges will be given to students for specific leadership positions. No other badges (except by permission) are allowed as part of the uniform.
Travel to and from the College is to be in the nominated day or formal wear as indicated to students. Days of alternative dress requirements will be announced to students in advance.
Primary students can wear their Sports Uniform on the days scheduled for their HPE and sport lessons.
A hat is to be worn to and from the College and when outside in the sun and when involved in an off-campus activity as directed. Primary students in Prep to Year 2 must wear the Bucket Hat and Years 3 – 6 the Aussie Mate or Bucket Hat.
Girls have the choice of College socks or specified navy blue tights purchased through the Uniform Shop.
From 2015 Culottes can no longer be worn as part of the uniform. The required length of the diamond girls’ skirt is mid-calf and the stripe girls’ skirt is to the knee. Optional variations to the skirt length can be ordered as needed to accommodate varying heights and sizes, but students may not wear skirts which have been altered to produce a different finished length.
College bags must be used by all students at school and for excursions. The College ‘soft bag’ is to be used for Sport/Drama.
College swimming togs, rash shirt and cap must be worn as a compulsory requirement in the Primary School.
Joggers for sport although the College prefers predominantly white sport shoes, students are able to wear a shoe that best fits their foot, of any colour (not black); however, students are not to wear skate, surf style or high-top sport shoes.
School shoes must be fully-enclosed, polishable, black leather lace-ups (traditional style; NOT runners, ballet, skate or surf style) with a heel higher than 0.5cm. They must have full upper-foot protection (no buckle/T-bar uppers/ not Mary Jane style). Shoes should be kept clean and polished.
Only the St Andrew’s uniform socks may be worn as specified in the detailed list of uniform items.
No mixing of sports and day/formal items is allowed.
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If a student has difficulty in fulfilling specific uniform requirements at any time, a note of explanation from their parent is needed.
ALL UNIFORM AND OTHER ITEMS SHOULD BE CLEARLY NAMED. Named lost property will be returned where possible. HAIR, NAILS AND MAKE-UP Students’ hair should look neat and well-cared for at all times. It is the Principal’s discretion to determine what is neat and well-cared for. The following guidelines will assist:
Hair should display only natural colours including any tints/streaks.
No unnatural or extreme styles or colours are permitted.
Hair is not to be shorter than a Blade-3 cut.
Fringes should be clear of the eyes at all times.
Boys’ hair is to be cut off the collar and kept off their face at all times.
Girls’ hair is to be tied back if longer than the collar; dreadlocks are not allowed. Hair is to be tied back with a College scrunchie/ribbon of navy, red, white or sand. Elastic hair bands and bobby pins are to be the same colour as the student’s hair. Butterfly clips and other decorations are not allowed.
If a student or parent has concerns about the acceptability of a proposed hairstyle or colour, they are advised to discuss it with the Head of Primary. Final decisions about acceptable hairstyles are at the Principal’s discretion.
Sunscreen, lip balm and other facial applications must be clear; no tints, colour or other decoration is permitted.
Please Note: Make-up and nail polish are not allowed.
Jewellery
Watches should be engraved with student’s name.
Girls may wear one pair of earrings (gold or silver studs or sleepers) in the lower lobe.
Boys are not allowed to wear earrings at school (including clear plastics or other less
visible styles).
No necklaces, rings, bracelets (unless on medical advice, notified to the College) or
other forms or jewellery are allowed with the exception of a religious cross worn at
sufficient length that it cannot be seen.
Free Dress Days
On average, these may be held once a term for students’ enjoyment and for raising funds for specified charities.
Good casual clothes should be worn with regard to safety and school appropriateness.
No bare midriffs, shoulder-strap tops or ‘skimpy’ items are allowed.
Clothes should allow full movement in HPE classes.
Shoes must be sturdy and predominantly covered in – no thongs, slip-ons, sandals or
other flimsy footwear are allowed.
UNIFORM SHOP HOURS The uniform shop is located in the Undercover Area in B Block. The uniform shop Convenor can be contacted on 5471 5519. The Opening Hours of the uniform Shop are: Monday and Wednesday 8.00am – 3.30pm Friday 8.00am – 12.30pm
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VOLUNTEER HELPERS
St Andrew’s Anglican College welcomes the involvement of volunteers including parents, grandparents and special friends. The class teachers of the Primary School always appreciate assistance in the classroom. They recognise the value in parents sharing their expertise with the students and welcome the involvement of parental help in the Primary classroom. The College supports volunteer parent representatives for each Primary class. This role is an important part for families of the College community in organising social events, welcoming new families and coordinating the annual Fair stall. While parents are particularly welcome to attend assemblies, presentations, sporting events, worship and other College activities, there are many other opportunities for volunteers to contribute to our College community. Where appropriate, this can include help within the classroom, managing sporting teams, planning College activities or in other special roles. There are many facets and areas of the school where volunteers are able to offer their services. Dependent upon need, age appropriateness and College policies/practice, these include:
• In the classroom • A variety of Sporting and Cultural carnivals e.g. Athletics Carnival, Musicals • During Co-curricular activities • Various committees
WALKER LEARNING APPROACH
The St Andrew’s approach to the Early Years of Learning is based on the Walker Learning Approach. This approach requires formal teaching in literacy, numeracy and other curriculum areas but encourages activities and investigations as a way of learning. Mornings start in classrooms that have been transformed into a ‘child-centred’ environment using a collection of natural resources, visually stimulating provocations and collections of purposefully organised resources. This welcoming layout encourages children to explore, question and investigate for forty minutes four mornings a week. If you are interested in reading more about the Walker Learning Approach, please visit www.walkerlearning.com.au.
