MIDDLE SCHOOL HANDBOOK 2013 - St Luke's Anglican School
MIDDLE SCHOOL HANDBOOK 2013 - St Luke's Anglican School MIDDLE SCHOOL HANDBOOK 2013 - St Luke's Anglican School
MIDDLE SCHOOL HANDBOOK 2013
- Page 2: Introduction 2 St Luke’s Anglican
- Page 5 and 6: School Values, Vision and Mission S
- Page 7 and 8: Middle Years Philosophy Statement s
- Page 9 and 10: School Staff and Contacts Principal
- Page 11 and 12: Middle School Curriculum Pastoral C
- Page 13 and 14: Curriculum Time Allocation Tables M
- Page 15 and 16: Curriculum Time Allocation Tables Y
- Page 17 and 18: 2013 Bell Times Monday Tuesday Wedn
- Page 19 and 20: Nail polish, if worn, must be colou
- Page 21 and 22: Student Organisation Students shoul
- Page 23 and 24: Co-curricular Life of the School Th
- Page 25 and 26: The House System Co-curricular The
- Page 27 and 28: Support and Extension Programs reso
- Page 29 and 30: Support and Leadership Extension Pr
- Page 31 and 32: General Information Disease Chicken
- Page 33 and 34: Middle School Elective Selection Ye
- Page 35: Middle School Elective Selection Ye
<strong>MIDDLE</strong> <strong>SCHOOL</strong><br />
<strong>HANDBOOK</strong><br />
<strong>2013</strong>
Introduction 2<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> Values, Vision and Mission <strong>St</strong>atements 3<br />
Middle Years of <strong>School</strong>ing Philosophy <strong>St</strong>atement 4-6<br />
<strong>School</strong> <strong>St</strong>aff and Contacts 7-8<br />
Middle <strong>School</strong> Curriculum 9-10<br />
Middle <strong>School</strong> Curriculum Time Allocations Tables 11-13<br />
Daily Life 14<br />
• The <strong>School</strong> Day 14<br />
• <strong>2013</strong> Bell Times 15<br />
• Uniform 15-18<br />
• <strong>St</strong>udent Diary 18-19<br />
Assessment and Reporting 19-20<br />
Co-curricular Life of the <strong>School</strong> 20-21<br />
• Service 21<br />
• Cultural 21<br />
• Sporting 21-22<br />
Pastoral Care – Personal Development Program 22<br />
The House System 23<br />
Outdoor Education 23-24<br />
Detentions 24<br />
Support and Extension Programs 24-27<br />
Middle <strong>School</strong> <strong>St</strong>udent Leadership 27<br />
General Information 27-30<br />
The <strong>2013</strong> <strong>School</strong> Year 30<br />
Key Forms<br />
• Year 7 – <strong>2013</strong> Elective Selection Form 31<br />
• Year 8 – <strong>2013</strong> Elective Selection Form 32<br />
• Year 9 – <strong>2013</strong> Elective Selection Form 33<br />
Contents<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong><br />
4 Mezger <strong>St</strong>reet<br />
Bundaberg Q 4670<br />
P: 07 4132 7555 F: 07 4132 7556<br />
stlukes@stlukes.qld.edu.au<br />
www.stlukes.qld.edu.au<br />
CRICOS: 01317D<br />
Middle & Senior <strong>St</strong>udent Absentee Notification: 07 4132 7529
Introduction<br />
Welcome to the Middle <strong>School</strong> at <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong>. <strong>St</strong> Luke’s is organised<br />
into three schools: Primary (Kindergarten - Year 6), Middle (Years 7 - 9), and Senior<br />
(Years 10 - 12), each with a Head of <strong>School</strong>. These smaller schools within the <strong>School</strong><br />
enhance the quality of Pastoral Care and individual attention that we are able to offer<br />
our students. The Middle <strong>School</strong> eases the transition from Primary to Secondary<br />
education and enables us to develop curriculum and structures most appropriate for<br />
our young adolescents at a very special time in their lives. These middle years of<br />
schooling are crucially important for students in achieving success and developing<br />
positive attitudes to their future.<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> prides itself on the care and concern it shows for individual<br />
students and their families. Because the Middle <strong>School</strong> is small, my team is able to<br />
know all of the students.<br />
<strong>St</strong>udents in the Middle <strong>School</strong> will generally study a common course throughout the<br />
year with a small group of core teachers. As students progress through the Middle<br />
<strong>School</strong> their subject choice increases. The <strong>St</strong> Luke’s longer school day allows for<br />
balance between appropriate time spent on basic literacy and numeracy skills as well<br />
as subject range and diversity.<br />
This handbook aims to give you and your child information that will assist the transition<br />
into <strong>St</strong> Luke’s Middle <strong>School</strong>. It covers various aspects of the routines, procedures and<br />
expectations of our <strong>School</strong>. If you have any concerns about the coming year, please<br />
phone me or make a time to come in and see me.<br />
Thank you. I hope that <strong>2013</strong> will be a terrific year for you and your child.<br />
Mr Nick Johnstone<br />
Head of Middle <strong>School</strong> and Curriculum<br />
Introduction<br />
2
<strong>School</strong> Values, Vision and Mission<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> Values, Vision and Mission <strong>St</strong>atements<br />
Our Values<br />
The <strong>St</strong> <strong>Luke's</strong> Way is reflected in our values of:<br />
Faith, Performance and Honour.<br />
Our Vision<br />
The vision of <strong>St</strong> <strong>Luke's</strong> is to be:<br />
• recognised as a dynamic school of renown;<br />
• a school with a dedicated, competent and caring staff who are committed to<br />
working in partnership with parents and the community;<br />
• a school where students are provided opportunity to recognise and develop<br />
their intellectual, physical, social, cultural and spiritual potential - a knowledge<br />
of self; the opportunity to become constructive and active world citizens;<br />
• a community of learners who, nurtured by the values of faith, care for themselves,<br />
for others and for their environment;<br />
• a community that is active in citizenship and that displays a deep sense of social<br />
responsibility.<br />
Our Mission<br />
We exist as a living example of the mission of the <strong>Anglican</strong> Church by providing, in the<br />
<strong>Anglican</strong> tradition, a holistic education - curricular, co-curricular, and service.<br />
Middle Years of <strong>School</strong>ing Philosophy <strong>St</strong>atement<br />
Young adolescents in the middle years experience a range of significant physical,<br />
cognitive, emotional, social and moral changes. During puberty, young adolescents<br />
experience more rapid and dramatic hormonal and structural changes than at any<br />
other period in their life. The sequence of physical change is generally similar from<br />
one person to another, although the onset, rate, and timing of these changes are highly<br />
individual, often creating stress and feelings of insecurity for the adolescent.<br />
Recent clinical research also indicates that changes to brain and cognitive developments<br />
peak during this period. Apart from the first five years of life, at no other time does<br />
the capacity and functioning of the brain undergo such an overhaul. This affects the<br />
learning ability of young adolescents and their success in managing the emotional,<br />
social and moral challenges of this stage.<br />
Disengagement, alienation and apathy in schooling often peak in the middle years<br />
and this may lead to a decline in achievement. Hence the <strong>St</strong> Luke’s Middle <strong>School</strong><br />
focuses on the productive engagement of young people in their schooling experience<br />
and within their community. This challenge has been compounded in recent years due<br />
to the “C Generation” (connected) phenomenon. Young adolescents are “C-Geners”,<br />
and this relates directly to their integrated use of technology within their lives. <strong>St</strong> Luke’s<br />
Middle <strong>School</strong> focuses much of its teaching and learning practices with technology in<br />
mind and our Bring Your Own (BYO) device policy supports this practice.<br />
3
The <strong>St</strong> Luke’s Middle <strong>School</strong> strives to be at the forefront of education for young<br />
adolescents through the implementation of world’s best practice “People, Practices<br />
and Places” Model.<br />
Practices<br />
Enhancement of the quality of teaching in the middle years through a range of<br />
intentional pedagogical, pastoral, assessment and curriculum strategies.<br />
<strong>St</strong> Luke’s teachers employ a comprehensive range of signature practices to engage<br />
our young adolescents in relevant, meaningful and challenging learning, along with<br />
organisational initiatives to facilitate their implementation, such as:<br />
• Higher order thinking strategies<br />
• Utilising the Bloom’s Model<br />
• Integrated and disciplinary curricula that are relevant and challenging<br />
• Heterogeneous and flexible student groupings incorporating pastoral care<br />
classes, house groupings, single sex core classes in Year 9 and co-educational<br />
settings in all other groupings<br />
• Co-operative learning and collaborative planning and teaching<br />
• Small learning communities that provide students with sustained individual<br />
attention in a safe and healthy Christian environment<br />
• Emphasis on strong teacher–student relationships through extended contact<br />
with a small number of teachers and a consistent student cohort<br />
• Authentic and reflective assessment with high expectations<br />
• Parental and community involvement in student learning.<br />
• Rich media and technology environment that focuses on high quality products<br />
and safe practices.<br />
People<br />
Recognition of and response to the unique developmental changes typically<br />
experienced by students in the middle years.<br />
<strong>St</strong> Luke’s Pastoral Care system offers human relationships education, resilience<br />
education, specific boys’ and girls’ education programs together with Generation C<br />
education such as internet etiquette and online safety programs. The structure of the<br />
Middle <strong>School</strong> also facilitates the ability for Pastoral Care teachers to meet with their<br />
students every day.<br />
Facilitation and the creation of a love of learning<br />
The pursuit of excellence in all aspects of curriculum and co-curricular activities is a<br />
hallmark of the <strong>St</strong> Luke’s Way. The provision of a stimulating educational environment<br />
which encourages and expects each student to reach their potential academically,<br />
socially, spiritually, culturally, physically and emotionally is paramount in each <strong>St</strong><br />
Luke’s teacher’s mind.<br />
Engagement with middle years educators with an interest and commitment to middle<br />
Middle Years Philosophy <strong>St</strong>atement<br />
4
Middle Years Philosophy <strong>St</strong>atement<br />
schooling<br />
The engagement of highly qualified, highly committed and very enthusiastic teaching<br />
and support staff allows our Middle <strong>School</strong> to function so effectively. The school prides<br />
itself on leading the way educationally and building a reputation as being a school of<br />
renown. The Middle <strong>School</strong> however is always looking for opportunities to develop<br />
better teaching and learning environments for our students and over the years has<br />
developed a culture of continual improvement.<br />
Places<br />
Positioning schooling as an important part of life – belonging, self-belief and community<br />
The development of balanced and motivated individuals who will enjoy a comfortable<br />
transition to the post-school environment of work, study, leisure and community social<br />
responsibility is one of our vision statements. To achieve this goal <strong>St</strong> Luke’s provides<br />
a Middle <strong>School</strong> environment that:<br />
• Has a shared vision<br />
• Provides a safe environment<br />
• Creates a sense of community and of pastoral support<br />
• Creates a physically distinct home for the Middle <strong>School</strong><br />
• Creates a positive school and classroom climat<br />
Middle <strong>School</strong> Map<br />
5
Source Documents:<br />
Chadbourne, R. (2001). Middle <strong>School</strong>ing for the Middle Years. Australian Education<br />
Union. Southbank. Victoria.<br />
Department of Education and Training (DET - ACT). (2005). Teaching and Learning<br />
in the Middle Years in the ACT: A study to support schools to meet the learning needs<br />
of adolescent students.<br />
Middle Years of <strong>School</strong>ing Association (MYSA) (2008). MYSA Position Paper: Middle<br />
<strong>School</strong>ing: People, Practices and Places. Brisbane: MYSA.<br />
Pendergast, D. (2009). The Success of the Middle Years Initiatives: some important<br />
considerations. Professional Voice. Volume 6. Issue 3.<br />
Pendergast, D (2005). The emergence of middle schooling. In Pendergast, D & Bahr,<br />
N (Eds) Teaching middle years: Rethinking curriculum, pedagogy and assessment.<br />
Sydney: Allen & Unwin, pp. 3-20.<br />
Middle Years Philosophy <strong>St</strong>atement<br />
6
<strong>School</strong> <strong>St</strong>aff and Contacts<br />
Principal:<br />
Head of Senior <strong>School</strong><br />
and Head of Campus:<br />
Mr Martin Oates<br />
Mr David Eke<br />
<strong>School</strong> <strong>St</strong>aff and Contacts<br />
Head of Middle <strong>School</strong> and Curriculum:<br />
Head of Primary <strong>School</strong>:<br />
Head of Differentiated Learning:<br />
<strong>St</strong>udent Director:<br />
Chaplain:<br />
Business Manager:<br />
Director of Marketing and Development:<br />
Co-curricular Director - Culture:<br />
Co-curricular Director - Sport:<br />
Browning House Coordinator:<br />
Hoog House Coordinator:<br />
Morris House Coordinator:<br />
Noble House Coordinator:<br />
Assistants to Head of Middle <strong>School</strong><br />
and Curriculum<br />
Mr Nick Johnstone<br />
Mrs Susan Wilson<br />
Mrs Christa <strong>St</strong>one<br />
Mr Peter Robinson<br />
Father Iain Furby<br />
Mr Phil Hinds<br />
Mr Craig Corpe<br />
Mrs Leanne Hutchings<br />
Mr Peter Robinson<br />
Mr Kane Kersnovske<br />
Mrs Carolyn Weston<br />
Ms Robyn Deer<br />
Mr Geoff Collyer<br />
Mrs Sarah Lawson<br />
Mrs Beth Heaton<br />
7
Who To Contact:<br />
Core or Subject Teachers<br />
Parents should feel free to ring the <strong>School</strong> and make an appointment with their child’s<br />
classroom teachers at any stage, if they have concerns related to academic classes.<br />
If immediate contact cannot be made, the teacher will return the call as soon as<br />
possible.<br />
Pastoral Care Teacher<br />
General communication on day-to-day issues should be through the Pastoral Care<br />
teacher. This is the person who oversees the day-to-day activity of your child at school,<br />
and in most cases the Pastoral Care teacher should be the first point of contact when<br />
issues or questions arise with regard to your child’s needs and well-being.<br />
The Pastoral Care teacher has the responsibility of knowing each of their students<br />
well and assisting each achieve to their potential.<br />
<strong>School</strong> Chaplain<br />
Father Iain Furby offers students guidance and support relating to personal and<br />
spiritual matters.<br />
<strong>St</strong>udent Director<br />
Mr Peter Robinson oversees matters of behaviour management and presentation of<br />
students.<br />
Head of Middle <strong>School</strong> and Curriculum<br />
Mr Nick Johnstone, the Head of Middle <strong>School</strong>, addresses particularly important<br />
issues relating to student welfare, curriculum or subject choice, academic issues and<br />
individual educational planning.<br />
Assistants to Head of Middle <strong>School</strong><br />
Mrs Sarah Lawson is the first point of contact for Mr Johnstone. Her telephone number<br />
is 4132 7523. In her absence Mrs Beth Heaton can be contacted on 4132 7571.<br />
Who to Contact<br />
8
Middle <strong>School</strong> Curriculum<br />
Pastoral Care<br />
Middle <strong>School</strong> Curriculum<br />
Each student will be placed into a Pastoral Care class which will be made up of<br />
students in their House grouping and year level.<br />
The Pastoral Care classes meet their Pastoral Care teacher each morning prior to the<br />
start of academic lessons. They will also meet during Period 2 on Monday, Wednesday<br />
and Friday for a class, and on Tuesday for Assembly and Thursday for Worship.<br />
The Pastoral Care teacher takes a special interest in their students and in their<br />
progress and assists students in the “settling-in” process and in any daily concerns<br />
or issues.<br />
During the Pastoral Care lessons, various issues of relevance to the students are<br />
discussed and the personal qualities of each individual student are developed.<br />
<strong>School</strong> rules and values, team building, study skills, social behaviour, self-esteem,<br />
and respect for others are just a sample of the types of issues covered in this valuable<br />
part of the <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> curriculum.<br />
Academic Subjects<br />
Year 7<br />
<strong>St</strong>udents in Year 7 will have the opportunity to study a wide range of subjects.<br />
Subjects are taught by specialist teachers and utilise specialist facilities, eg. Science<br />
Laboratories, Design Technology Workshop, Computer Room, Art Room and<br />
Language Rooms. This provides students with a range of opportunities not often<br />
available to students in Year 7 in a primary school.<br />
They will study:<br />
Ethics and Faith<br />
English<br />
Mathematics<br />
Science<br />
Social Science and/or Asia Pacific <strong>St</strong>udies<br />
Health and Physical Education<br />
Art<br />
Design Technology<br />
Information and Communication Technology<br />
Languages (German or Japanese)<br />
Music<br />
There may be exceptions to the curriculum based on individual need. Educational<br />
Support classes may be offered to some students instead of the Languages.<br />
9
Year 8<br />
All students in Year 8 have the opportunity to take the full range of subjects offered at<br />
<strong>St</strong> Luke’s.<br />
They will study:<br />
Ethics and Faith<br />
English<br />
Mathematics<br />
Science<br />
Social Science<br />
Health and Physical Education<br />
Languages (German or Japanese) or Asia-Pacific <strong>St</strong>udies<br />
Technology Modules (Design Technology, Interactive Design, Information and<br />
Communications Technology, Food Technology)<br />
The Arts (Art, Drama, Music) 13 weeks of study on each subject<br />
There may be exceptions to the curriculum based on individual need. Educational<br />
Support classes may be offered to some students instead of the Languages.<br />
Year 9<br />
In Year 9, subject choice is similar to Year 8 with some minor variations. <strong>St</strong>udents will<br />
choose to study two of the Arts subjects and two of the Technology subjects through<br />
the year.<br />
There may be exceptions to the curriculum based on individual need. Educational<br />
Support classes may be offered to some students instead of the Languages.<br />
Middle <strong>School</strong> Curriculum<br />
10
Curriculum Time Allocation Tables<br />
Middle <strong>School</strong> Curriculum Time Allocations Tables<br />
YEAR 7<br />
Learning Area<br />
Ethics and Faith 1 (70)<br />
English 7 (490)<br />
Mathematics 7 (490)<br />
Science 5 (350)<br />
Social Science 5 (350)<br />
Health and Physical Education 4 (280)<br />
Languages (German or Japanese)<br />
or Asia Pacific <strong>St</strong>udies or<br />
*Educational Support<br />
Design Technology<br />
Information and Communication<br />
Technology<br />
Art<br />
Periods (minutes)<br />
4 (280)<br />
3 (210)<br />
for one semester only<br />
2 (140)<br />
Music 2 (140)<br />
3 (210)<br />
for one semester only<br />
Note: The numbers indicate 70 minute periods within a fortnightly cycle<br />
11
YEAR 8<br />
Learning Area<br />
Ethics and Faith 1 (70)<br />
English 6 (420)<br />
Mathematics 6 (420)<br />
Science 5 (350)<br />
Social Science 5 (350)<br />
Health and Physical Education 4 (280)<br />
Languages<br />
German, Japanese or Asia-Pacific<br />
<strong>St</strong>udies or *Educational Support<br />
Technology Modules:<br />
• Information and Communication<br />
Technology<br />
• Food Technology<br />
• Design Technology<br />
• Interactive Design<br />
The Arts:<br />
• Art<br />
• Drama<br />
• Music<br />
Periods (minutes)<br />
4 (280)<br />
4 (280)<br />
One semester each of two selected<br />
5 (350)<br />
A 13 week rotation through all of The Arts<br />
subjects<br />
Note: The numbers indicate 70 minute periods within a fortnightly cycle<br />
Curriculum Time Allocation Tables<br />
12
Curriculum Time Allocation Tables<br />
YEAR 9<br />
Learning Area<br />
Ethics and Faith 1 (70)<br />
English 6 (420)<br />
Mathematics 6 (420)<br />
Science 6 (420)<br />
Social Science 5 (350)<br />
Health and Physical Education 4 (280)<br />
Languages<br />
German, Japanese or Asia-Pacific<br />
<strong>St</strong>udies or *Educational Support<br />
Technology Modules:<br />
• ICT and Multimedia<br />
• Food Technology<br />
• Design Technology<br />
• Graphic Design<br />
The Arts:<br />
• Art<br />
• Drama<br />
• Music<br />
Periods (minutes)<br />
4 (280)<br />
4 (280)<br />
One semester each of two selected<br />
4 (280)<br />
One semester each of two selected.<br />
Note: The numbers indicate 70 minute periods within a fortnightly cycle<br />
13
Daily Life the <strong>St</strong> Luke’s Way<br />
The <strong>St</strong> Luke’s Way<br />
At <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> we expect our students to uphold the <strong>School</strong> motto of<br />
Faith, Performance and Honour.<br />
<strong>St</strong>udents should aspire to:<br />
Faith<br />
Serve God<br />
Respect yourself and others<br />
Be tolerant<br />
Be socially responsible<br />
Performance<br />
Set your goals<br />
Be organised<br />
Become involved<br />
Show commitment<br />
Do your best<br />
Honour<br />
Show pride in your presentation<br />
Have pride in your work<br />
Be proud of your school<br />
The <strong>School</strong> Day<br />
The daily school timetable is divided up into a number of teaching periods for different<br />
subjects. The first lesson begins at 8.30 am (Pastoral Care) and the last lesson ends<br />
at 3.00 pm.<br />
During the day, classes change subjects, rooms and teachers at various times,<br />
although in Years 7 and 8 students do have a home-room and core teachers for a<br />
number of their subjects.<br />
Academic periods are 70 minutes long and allow for longer, uninterrupted lessons,<br />
with less movement of students during the day.<br />
At <strong>St</strong> Luke’s the timetable is organised into a ten-day cycle with weeks identified as<br />
A and B. The “A” or “B” week is also indicated in the student diary. A full individual<br />
timetable is provided for each student on the first day of each semester.<br />
Daily Life the <strong>St</strong> Luke’s Way<br />
14
<strong>2013</strong> Bell Times<br />
Monday Tuesday Wednesday Thursday Friday<br />
Warning Bell 8.25 8.25 8.25 8.25 8.25<br />
Roll Call 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37<br />
Period 1 8.40 8.40 8.40 8.40 8.40<br />
Period 2<br />
9.50<br />
Pastoral Care<br />
9.50<br />
Assembly<br />
9.50<br />
Pastoral Care<br />
9.50<br />
Worship<br />
9.50<br />
Pastoral Care<br />
Break 1 10.20 10.20 10.20 10.20 10.20<br />
<strong>2013</strong> Bell Times<br />
Period 3 10.40 10.40 10.40 10.40 10.40<br />
Break 2 11.50 11.50 11.50 11.50 11.50<br />
Period 4 11.55 11.55 11.55 11.55 11.55<br />
Lunch 1.05 1.05 1.05 1.05 1.05<br />
Warning<br />
Bell<br />
1.45 1.45 1.45 1.45 1.45<br />
Period 5 1.50 1.50 1.50 1.50 1.50<br />
End of Day 3.00 3.00 3.00 3.00 3.00<br />
Assembly and Worship<br />
Parents are welcome to join us for Assembly and Worship. Assembly is held in<br />
Period 2 on Tuesday and Worship in Period 2 on Thursday each week. Assembly<br />
and Worship are special times of our week when student involvement is encouraged<br />
as well as student achievement being recognised.<br />
Year level Assemblies are also held twice per term to address specific students’ needs.<br />
These Assemblies are chaired by Middle <strong>School</strong> Leaders.<br />
There are also special school services every term to celebrate the start and end of<br />
each term. A service celebrating the start of each school year is held at Christ Church<br />
<strong>Anglican</strong> Church in the city centre to celebrate the induction of the Senior Leaders for<br />
that year. You are most welcome to attend these special services.<br />
Uniform<br />
The <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> uniform is an important part of the <strong>School</strong>’s identity.<br />
<strong>St</strong>udents should wear the uniform with pride and distinction as it presents to the public<br />
the <strong>School</strong>’s motto of “Faith, Performance, Honour.” <strong>St</strong>udents are expected to wear<br />
full uniform at all times.<br />
15
Day Uniform<br />
The day uniform is worn on all school occasions (including evening activities away<br />
from the <strong>School</strong> site) unless the PE uniform is required to be worn. <strong>St</strong>udents cycling<br />
to or from school may wear their sports shoes and the tracksuit over their uniform.<br />
However, they must remove these items as soon as they arrive at school.<br />
Hats must be worn at all times while not in the classroom or the Multi-purpose centre.<br />
All other locations including verandas and shaded areas require the hat to be worn.<br />
It is appropriate for Senior and Middle <strong>School</strong> students to wear the sports cap/hat at<br />
breaks if engaged in sporting activity.<br />
Shoes must be black leather lace up which must be maintained in a clean and polished<br />
condition. It is appropriate for students to wear sports shoes at breaks if engaged in<br />
sporting activity. Socks must cover the ankle. For Middle and Senior <strong>School</strong> girls<br />
these are white fold down socks. Senior and Middle <strong>School</strong> girls are permitted to<br />
wear black 40 denier tights as part of the day uniform on cold days in Terms 2 and 3.<br />
Thicker or ribbed tights are not permitted. Primary <strong>School</strong> girls may wear navy tights.<br />
The top of the Senior <strong>School</strong> skirt worn at the waist must always sit above the length<br />
of the blouse. The Senior <strong>School</strong> skirt and Middle <strong>School</strong> dress are designed for the<br />
hemline to be at mid-calf; however, the minimum expectation is that it sits below the<br />
knee.<br />
The polar fleece school jumper may be worn by students in Years 4 to 6 and the school<br />
wool blend jumper should be worn by students in Years 7 to 12. Track suit jackets are<br />
not to be worn with the day uniform unless the student is also wearing their jumper.<br />
Hairstyle is an adjunct to uniform. <strong>St</strong>yles may be modern but they must be conservative.<br />
No two-tone hair colour is permitted. Hair colour must be of natural tone. Boys’ hair<br />
should be maintained above collar length, no shorter than a No. 2 cut. Shaved, near<br />
shaved or tracked hair styles are not acceptable. Girls’ hair must be fully tied back<br />
when close to shoulder length. Fringes must not be able to fall forward into the eyes.<br />
Girls’ hair accessories (including ribbons, elastic bands, hair clips and ties) must be<br />
white, navy blue, green, tartan or black.<br />
Uniform<br />
Facial hair including side burns below the level of the ear lobe is not permitted on<br />
boys. Older boys are expected to shave daily.<br />
Girls can wear a plain single 2-3 mm small pair of sleepers of even thickness or studs<br />
(to be worn in the lowest holes in the ear lobes). No additional clear studs or covering<br />
band-aids may be used. Boys are not permitted to wear ear jewellery of any kind.<br />
A discreetly worn religious cross and a watch conservative in both colour and style<br />
may be worn. No other jewellery is to be worn.<br />
<strong>St</strong>udents may wear natural looking sun protection or moisturiser; however, foundation,<br />
mascara, eyeliner, blusher or tinted lip gloss are not permitted. <strong>St</strong>udents who wear<br />
a heavy, obvious foundation or any additional make-up will be sent directly to the<br />
Uniform Shop, where they will be required to remove all make-up immediately, using<br />
the make-up removal products provided.<br />
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Nail polish, if worn, must be colourless. Long acrylic nails and French manicures are<br />
not acceptable.<br />
No tattoos or body piercing is to be visible with the exception of sleepers or studs for<br />
girls as stated previously.<br />
The <strong>School</strong> Shop has a supply of hair bands (at a fee), shoe polish and sewing<br />
equipment available to students. <strong>St</strong>udents in Year 7 and above may be sent to the<br />
<strong>School</strong> Shop to purchase the equipment necessary to rectify a situation where the<br />
uniform is worn incorrectly. <strong>St</strong>udents in Years 4 to 6 may borrow missing uniform<br />
items.<br />
Uniform<br />
Formal Uniform (Years 7 to 12)<br />
On certain occasions, formal uniform is required to be worn. The formal uniform for<br />
boys is a white shirt, navy trousers and appropriate school tie. Middle <strong>School</strong> boys<br />
may wear school shorts. For both formal and day uniform for boys a plain black belt<br />
without branding is to be worn. The formal uniform for girls and boys is incomplete if<br />
the school badge is not worn in Middle <strong>School</strong>. Formal uniform for girls and boys is<br />
incomplete if a blazer is not worn in the Senior <strong>School</strong>. Boys in the Senior <strong>School</strong> must<br />
wear long trousers with the blazer. Formal uniform requires sheer black stockings for<br />
Senior girls.<br />
Formal uniform is required to be worn at formal school functions, for example, Speech<br />
Night, Church Services, school photographs and some school excursions.<br />
Sports Uniform<br />
<strong>St</strong>udents in Years 7 to 12 must wear their uniform to and from school on all occasions<br />
unless they are attending co-curricular sports activities that:<br />
(a)<br />
(b)<br />
commence at 7.30am or before, and/or<br />
conclude at 4.30pm or later.<br />
Primary <strong>School</strong> and Year 7 students wear the <strong>St</strong> Luke’s sports uniform to and from<br />
school on Fridays.<br />
There are special exceptions to this but students and parents will always be notified.<br />
House shirts and sports shorts are worn for interhouse competitions and PE lessons.<br />
The <strong>St</strong> Luke’s sports shirt is only worn for interschool competitions.<br />
<strong>St</strong>udents attending sports training must wear the school PE uniform unless otherwise<br />
indicated. For some interschool teams, specific uniforms are worn including hat/cap,<br />
sports shoes and tracksuit. For rugby, a suitable school rugby jersey must be worn in<br />
place of the sports shirt. <strong>School</strong> shorts may be worn, although more durable Rugby<br />
type shorts are available at the Uniform Shop. The school tracksuit may be worn with<br />
the PE/sports uniform. Sports shoes should be majority white with white laces.<br />
Year 12 students design a Senior jersey each year. The jersey is not a compulsory<br />
item. The Senior jersey can only be worn with the sports uniform.<br />
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For swimming/surf life saving, students are required to wear a predominantly blue or<br />
black one-piece swimming costume. <strong>School</strong> sports shorts may be worn.<br />
Rules for Changing<br />
Generally students should only change into sports uniforms for PE lessons or training<br />
sessions. <strong>St</strong>udent will change back into school uniform in the last 5 minutes of their<br />
PE lesson under the direction of the teacher.<br />
There are some exceptions to this rule:<br />
• <strong>St</strong>udents who arrive on buses at 8:30 am or after may travel in sports uniform<br />
if they have PE in Period 1. <strong>St</strong>udents seeking such permission require a “white<br />
permission slip” from the Co-curricular Director Sport.<br />
• <strong>St</strong>udents who attend orchestra or band practice and then have PE in Period 1 may<br />
wear PE uniform to school. <strong>St</strong>udents seeking such permission require a “white<br />
permission slip” from the Co-curricular Director Sport.<br />
• <strong>St</strong>udents who change more than twice over the course of a day into sports uniform<br />
may be given permission to remain in sports uniform. <strong>St</strong>udents seeking such<br />
permission require a “white permission slip” from the Co-curricular Director Sport.<br />
• <strong>St</strong>udents who are travelling directly to a sporting activity from school may seek<br />
permission to travel in sports uniform. A “white permission slip” must be obtained<br />
from the Co-curricular Director Sport or PE teacher.<br />
Uniform/Dress Regulations for Interhouse Carnivals<br />
1. All students should wear their full sports uniform with house shirt, shoes, socks<br />
and hat or cap to and from the carnival. The usual <strong>St</strong> Luke’s regulations apply to<br />
hair and make-up.<br />
2. <strong>St</strong>udents may add appropriate items to their House sports uniform e.g. House<br />
coloured ribbons, House coloured zinc etc.<br />
3. There should be no make-up or additional jewellery worn.<br />
4. Only school regulation swimming costumes may be worn.<br />
5. <strong>St</strong>udents may wear thongs at the pool only, shoes are to be worn to and from the<br />
pool.<br />
The Principal is the final arbiter of this policy.<br />
<strong>St</strong>udent Diary<br />
The <strong>St</strong>udent Diary<br />
Every student in Middle <strong>School</strong> will receive a <strong>St</strong>udent Diary. This book should be used<br />
to record all homework set and should be viewed and signed on a weekly basis by<br />
both the Pastoral Care teacher and the parent.<br />
The other very important function of the <strong>St</strong>udent Diary is as a means of communication<br />
between school and home. It contains information of interest to both students and<br />
parents and allows for comment to be written and responded to in a prompt manner.<br />
If you have any questions or concerns of your child’s teachers, please use the diary in<br />
this manner. This diary should be taken by students to all classes. It is not a personal<br />
journal but a public school document.<br />
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<strong>St</strong>udent Organisation<br />
<strong>St</strong>udents should be encouraged to be well organised. Being organised is essential for<br />
success and achievement. <strong>St</strong>udent exercise books, textbooks and the <strong>St</strong>udent Diary<br />
should be kept in good order and used appropriately. Getting the students to make<br />
sure they have packed their bags correctly for the day is also a good provision. This<br />
will reduce issues regard school bag weight.<br />
It is important that students understand that graffiti and the like are not appropriate.<br />
Parent support here is vital. Please help us by working with your child on this matter.<br />
<strong>St</strong>udent Diary<br />
Homework<br />
Middle <strong>School</strong> students will have regular homework in a variety of subjects, which<br />
consolidates and builds upon the work taught in school. Usually this will be set for<br />
completion before the next lesson in that subject or by the end of the week. <strong>St</strong>udents<br />
will also be required to work on longer term assignments at home. Time spent will vary<br />
depending on year level. All homework should be recorded in the <strong>St</strong>udent<br />
Diary.<br />
When there is no set homework, students should spend some time going over their work<br />
from that day to ensure they have understood it. This assists students in developing<br />
good study habits and a student who develops good study habits early in the Middle<br />
<strong>School</strong> years is likely to achieve greater success in senior schooling.<br />
We ask your support in ensuring that your child regards homework as a valuable and<br />
essential part of their education. Remember, the attitudes and organisational skills<br />
developed during Years 7, 8 and 9 should remain with a person throughout their years<br />
of schooling and indeed well into their life beyond.<br />
Please note that the Homework Policy for the school is outlined in the <strong>St</strong>udent Diary.<br />
Tutorials<br />
Tutorials are offered by teachers, in their respective subjects, either during lunchtime<br />
or after school. These tutorials are optional but provide an excellent opportunity for<br />
students to be given extra assistance with particular subjects. This is a service offered<br />
by our teachers that is not available in many other schools.<br />
A complete tutorial timetable is provided in the front of the Assessment Calendar that is<br />
available for each Middle <strong>School</strong> student at the beginning of each term. The timetable<br />
can also be downloaded from our school website - http://www.stlukes.qld.edu.au/ .<br />
Assessment and Reporting<br />
Assessment<br />
Although there are end of semester tests in a number of subjects, assessment is<br />
largely a continuous process in the Middle <strong>School</strong>. Your child will undertake various<br />
assignments, projects and tests set at different times during the year. This type of<br />
assessment allows for more authentic tasks to be engaged. Details on these will be<br />
given to all students as the assessment task is set in each class.<br />
Each student will be provided with an assessment calendar outlining all assessment<br />
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dates for the term. This calendar can also be downloaded from the <strong>School</strong>’s website -<br />
http://www.stlukes.qld.edu.au/.<br />
If at any time your child has concerns with any assessment item, they (or you) should<br />
speak to their teacher. Their subject teacher or Head of Department should be able to<br />
deal with your concerns.<br />
Please note that the Assessment Procedures for Years 7 to 12 are outlined in the<br />
<strong>St</strong>udent Diary.<br />
Reports<br />
Formal Reports are issued at the end of each semester in June and December. These<br />
will be distributed to your child on the last day of term. If they are not present on this<br />
day then the report will be mailed home. The report contains detailed information on<br />
your child’s progress in every subject. In addition, Interim Reports will be distributed<br />
to each student on the last day of Term 1 and Term 3. If the student is absent their<br />
report will be mailed home. The Interim Report will provide a brief snapshot of student<br />
progress.<br />
Parent Teacher Interviews<br />
Formal parent/teacher interviews also take place twice during the year, but of course<br />
you are encouraged to make an appointment to speak with your child’s teacher/s at<br />
any stage of the year, as the need arises. It is important that a close relationship is<br />
established between the <strong>School</strong> and parents so that meaningful communication is<br />
maintained at all times.<br />
Booking formal interviews will take place via the <strong>School</strong>’s website and the parent<br />
access code will be part of the reporting package delivered to students at the end of<br />
Terms 1 and 2.<br />
Co-curricular Life of the <strong>School</strong><br />
At <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> we offer a wide range of co-curricular activities. Many<br />
significant life skills are taught or may be learned in the co-curricular program. These<br />
include leadership, decision-making and commitment, learning to take responsibility<br />
in the community, learning to work in teams and motivate others, learning to organise<br />
and learning to negotiate. Through their involvement in co-curricular activities students<br />
develop a sense of accomplishment and enhance their self-confidence by using their<br />
talents and responding to the challenges presented to them.<br />
I therefore promote the co-curricular life of the <strong>School</strong> very strongly.<br />
Co-curricular Policy<br />
The <strong>School</strong> offers a wide range of co-curricular activities. This is considered to be<br />
an important part of the <strong>School</strong>’s activities. There is a high correlation between cocurricular<br />
involvement and academic success. Furthermore, the relationships formed<br />
between teachers and students in co-curricular areas often translate to greater success<br />
in the classroom. Co-curricular activities also provide important social opportunities for<br />
students.<br />
Assessment and Reporting<br />
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Co-curricular Life of the <strong>School</strong><br />
The co-curricular program extends to all students in all year levels in the <strong>School</strong>. All<br />
Middle <strong>School</strong> students at <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> are to participate in at least one<br />
co-curricular activity throughout the year.<br />
Once the student has made a commitment to an activity, they must see it through. As<br />
some activities are year-long, students need to be made aware of their responsibilities<br />
to the activity. Commitment includes attendance at matches, performances, practices,<br />
lessons and/or rehearsals, bringing the required equipment and a positive attitude.<br />
<strong>St</strong>udents should be properly equipped to participate in the activity with the correct<br />
uniform, protective gear, necessary equipment, music, instrument, and so on. <strong>St</strong>udents<br />
supporting co-curricular activities as spectators are expected to wear school uniform<br />
with pride.<br />
Where transport arrangements or physical disability preclude such involvement,<br />
exemption must be sought from the Head of Middle <strong>School</strong>.<br />
Co-curricular – Service<br />
Service is an unselfish act of supporting and assisting others in a caring manner.<br />
Involvement in service encourages students to grow into active, socially responsible<br />
members of our community.<br />
Examples of service activities in the Middle <strong>School</strong> include:<br />
Community – Anzac Day March, Leader in Community Charity eg. Relay for Life,<br />
Involvement in Environmental Protection eg. Clean up Australia Day.<br />
Church – Involvement in Worship Service, Leadership in Ethics and Faith Classes,<br />
Active Involvement in the life of the Parish<br />
Pastoral and House - Active Involvement in Pastoral Care classes, leadership of<br />
Interhouse activities.<br />
Co-curricular – Cultural<br />
The Cultural life of the <strong>School</strong> is a very active and fulfilling one. Since 1994 the <strong>School</strong><br />
has developed a very proud tradition of excellence in the Cultural domain.<br />
Middle <strong>School</strong> students can be involved in any of the following musical and performance<br />
groups: Senior Orchestra, Middle <strong>School</strong> Orchestra, Senior Concert Band, Junior<br />
Concert Band, Senior <strong>St</strong>rings Ensemble, Junior <strong>St</strong>rings Ensemble, Junior Chamber<br />
Group, <strong>St</strong>ring Quintet, Boys’ Vocal, Senior Choir, Junior Singers, Dance Club, Opti-<br />
Minds and Drama Club.<br />
The list is comprehensive and second to none in this region.<br />
Co-curricular – Sport<br />
Sport aims to develop young people’s potential through quality sporting competition<br />
and social interaction within a supportive environment.<br />
<strong>St</strong> Luke’s Middle <strong>School</strong> students participate in a number of different competitions.<br />
The Year 7 students are involved in the Primary <strong>School</strong>’s competitions of Athletics<br />
(Term 3) and Rugby Union (Term 3).<br />
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The Year 8 and 9 students are involved in the BDSSS (Bundaberg and District Secondary<br />
<strong>School</strong> Sports) Competition involving the nine secondary schools in the area.<br />
The following sports are hosted throughout the school year.<br />
Term 1:<br />
BDSSS Swimming Carnival<br />
Summer Sports: Cricket, Table Tennis, Touch Football, Australian Football, Softball,<br />
Rowing, Tennis, Golf, Surfing and Rugby Union.<br />
Term 2:<br />
BDSSS Cross Country and Teams Cross Country.<br />
Pastoral Care<br />
Winter Sports: Equestrian, Ten Pin Bowling, Football, Hockey, Netball, Rugby League,<br />
Australian Football, Sailing and Basketball.<br />
Term 3:<br />
BDSSS Athletics Carnival<br />
BDSSS Surf Life Saving<br />
There are also two year long activities: Solar Racing, Competitive Computer Games.<br />
Term 4:<br />
Has no Inter-school sporting activities but students participate in a number of Interhouse<br />
activities at this time.<br />
Pastoral and House System<br />
Pastoral Care Classes<br />
The existence of a strong and exciting Pastoral Care program in a school is clear<br />
evidence of how seriously that school takes its responsibility of educating its students.<br />
Research has made it increasingly clear that the cognitive development of students<br />
is inextricably linked with their emotional and physical well-being. <strong>School</strong>s that<br />
concentrate only on academics can never hope to fully maximise the potential of their<br />
students, whose concentration is divided between school, work, family and personal<br />
issues.<br />
Pastoral Care<br />
At <strong>St</strong> Luke’s, education is concerned with the whole person, providing opportunities for<br />
support and guidance along with learning experiences to develop the skills necessary<br />
to live productively in our complex society. Our Pastoral Care program aims to<br />
effectively deal with the development of the whole person – personal, spiritual, social<br />
and academic growth. Skills such as the ability to make decisions, to solve problems,<br />
to develop positive thought patterns, to build sound interpersonal relationships, to<br />
work cooperatively and yet still be able to act independently, are seen as essential in<br />
balancing the academic curriculum.<br />
The Pastoral Care program at <strong>St</strong> Luke’s is therefore at the heart of a complete education<br />
and the role played by the Pastoral Care Teacher should never be underestimated.<br />
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The House System<br />
Co-curricular The House life System of the <strong>School</strong><br />
<strong>St</strong> Luke’s operates a House System with four Houses:<br />
Browning (gold)<br />
Hoog (blue)<br />
Morris (green)<br />
Noble (red)<br />
Each of the names of these Houses is derived from significant figures in the history of<br />
the school’s establishment.<br />
Bishop George Browning was consecrated as a bishop on 21 September 1985 and<br />
served as Bishop of the Northern Region in the Diocese of Brisbane until 1992. He<br />
was a key figure in support of the establishment of the school in 1994.<br />
Reverend John Hoog was Rector of the Parish of Christ Church in the 1980s in<br />
Bundaberg, and was an integral part of the initial planning of an <strong>Anglican</strong> <strong>School</strong> in<br />
the city.<br />
The recently retired Rt Revd John Noble is Bishop of the <strong>Anglican</strong> Diocese of<br />
North Queensland since 1993 and was instrumental in his support of the school’s<br />
development. Bishop John unveiled the <strong>School</strong>’s foundation stone on 30 October<br />
1993.<br />
The Reverend William Morris was the first rector of the Parish of Christ Church in<br />
Bundaberg. He served his community from 1887 until 1899.<br />
All students will be assigned to one of these Houses and are expected to fully<br />
participate in the life of their house. Interhouse Sports and Activities are timetabled<br />
through-out the year. The focus of this time is to build House identity, promote a sense<br />
of belonging and promote school spirit.<br />
While sporting competition in Swimming, Cross Country and Athletics are a major<br />
function of the House system, it is only one facet. Cultural, social, service, spiritual<br />
and pastoral activities also occur on a house basis. Indeed the house provides a very<br />
important community group with which each child can identify.<br />
Outdoor Education<br />
Outdoor Education makes a valuable contribution to the complete education of<br />
students as it provides experiences, challenges and skills which may lead to lifelong<br />
educational pursuits. All <strong>St</strong> Luke’s students in the Middle <strong>School</strong> take part in a<br />
sequential Outdoor Education Program that is designed to challenge students as well<br />
as provide enjoyment and learning.<br />
The Theme for <strong>St</strong> Luke’s Middle <strong>School</strong> Outdoor Education Program is Relationships,<br />
Respect, Resilience and Resolve. This theme forms a framework for each of the<br />
outdoor education experiences.<br />
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A brief outline of the program is as follows:<br />
Year 7<br />
Seven day Canberra trip (optional)<br />
Focus on:<br />
Relationships: <strong>St</strong>udents work in teams throughout the whole week in a new<br />
environment.<br />
Respect: <strong>St</strong>udents respecting everyone’s role within the group.<br />
Resolve: <strong>St</strong>udents to build capacity throughout the trip to complete all activities to the<br />
best of their ability.<br />
Resilience: <strong>St</strong>udents will be away from home for one week and will consequently<br />
need to tolerate others and to grow individually (includes journal and reflection time<br />
each day.<br />
Year 9<br />
Six day Outward Bound Adventure<br />
Focus on:<br />
Relationships: Team work – setting up own camp area and building your own shelter,<br />
team work activities such as canoeing skills and games, low ropes activities<br />
Respect: Respecting everyone’s role within the group.<br />
Resolve: Individual Goal Setting activities, map reading/orienteering, outside comfort<br />
zone activities such as trust exercises and solo experience.<br />
Resilience: Working in conditions that are not 21st century environments to provide<br />
opportunity for individual growth (includes journal writing and reflection time).<br />
More information will be distributed closer to the event.<br />
Detentions/Responsible Thinking Classroom Process (RTC)<br />
For some infringements, either work-related or behaviour-related, a detention may be<br />
enforced. Detentions are always supervised by teachers and are usually carried out<br />
at lunchtime.<br />
For more serious infringements a detention may be set for Friday after school. In this<br />
case, parents will be required to sign a detention form which is returned to school.<br />
If your child is not able to attend an indicated time, you should contact Mr Peter<br />
Robinson, the <strong>St</strong>udent Director on 4132 7544.<br />
Putdoor Education<br />
Good behaviour and self-discipline are key areas in your child’s development. We ask<br />
for your parental support with respect to the school’s Behaviour Management Policy.<br />
This Policy is outlined in the student diary.<br />
Support and Extension Programs<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> values the diversity of all students including those with<br />
a disability, English as a second language, indigenous students and students with<br />
exceptional talent.<br />
The <strong>School</strong> recognises the right of all students to equitable access to the curriculum,<br />
offering inclusive education programs specific to the educational needs of students with<br />
disabilities. When accepting enrolments, <strong>St</strong> Luke’s investigates that it has adequate<br />
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Support and Extension Programs<br />
resources to meet the requirements of the student and the impact that student may<br />
have on their classes.<br />
<strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong> will assist the full participation of students with individual<br />
needs in order to maximise their potential by:<br />
• valuing all students as individuals and identifying and responding to their needs;<br />
• consulting with the student (if possible) and parent to make well-informed decisions<br />
about the education program to be developed for each student;<br />
• identifying and addressing barriers that limit a student’s opportunities, participation<br />
and benefits from mainstream schooling;<br />
• providing appropriate level of resources within available funds in order to reasonably<br />
accommodate the needs of a student;<br />
• making reasonable adjustments in modifying, substituting or supplementing<br />
curricula, timetables, teaching methods and materials, and assessment procedures<br />
to meet the needs of a student;<br />
• facilitating options and pathways for a student with individual needs;<br />
• providing physical environments that are accessible, stimulating, safe and<br />
welcoming;<br />
• respecting the rights of individuals to privacy and confidentiality;<br />
• fostering and encouraging among staff and students, positive, informed and<br />
unprejudiced attitudes towards a student with individual needs; and<br />
• supporting and assisting students to make alternative satisfactory educational<br />
arrangements when the <strong>School</strong> is unable to meet their needs.<br />
Special Needs Education Support<br />
<strong>St</strong>udents identified with Special Needs will be working on an Individual Education<br />
Program (IEP) developed by the classroom teacher, Head of Differentiated Learning<br />
and parents/caregivers. Individual Education Plans will be reviewed at the end of<br />
each semester or in 6 months.<br />
The student would also have a <strong>St</strong>udent Support Plan included in their Special Needs<br />
Folder, which includes the following documentation:<br />
• curriculum/assessment modifications<br />
• pedagogy<br />
• liaison with parents and outside professionals<br />
• issues relating to behaviour management<br />
• resource requirements<br />
• evacuation and emergency procedures<br />
• reporting/assessment requirements<br />
• training requirements for staff or others who work with the student.<br />
If your child requires this type of support please contact the Head of Differentiated<br />
Learning, Mrs Christa <strong>St</strong>one on 4132 7589.<br />
Educational Support Classes<br />
The principal aim of the Educational Support Program is to assist students who are<br />
not meeting set benchmarks in developing their skills in Literacy and Numeracy.<br />
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There are three ways in which students can be identified for this program:<br />
1. <strong>St</strong>udents not meeting the minimum national benchmarks in Literacy and Numeracy<br />
(as identified in the NAPLAN) Testing<br />
2. <strong>St</strong>udents not gaining a passing grade in “English” or “Mathematics” subjects within<br />
the school’s reporting process.<br />
3. <strong>St</strong>udents who are identified as requiring intervention. This identification can be<br />
made by the Head of Differentiated Learning, the Head of English, the Head of<br />
Mathematics or the Head of Middle <strong>School</strong> and Curriculum.<br />
The desired outcomes of this Program include:<br />
1. Improved literacy and/or numeracy skills of students<br />
2. Enhanced student self-esteem<br />
3. Engagement of parents/caregivers in the educational support process<br />
The Program’s structure includes:<br />
1. The frequency of this program is two lessons (70 minutes) per week.<br />
2. The Educational Support <strong>St</strong>aff consists of one teacher and one teacher<br />
aide in each class.<br />
Tutoring Program<br />
Tutorials run by the teaching staff are a great point of difference for the students of <strong>St</strong><br />
Luke’s.<br />
The Middle <strong>School</strong> students can attend tutorials for most subject areas. Due to the<br />
busy nature of the <strong>School</strong>, a timetable is produced to limit clashes with other curricular<br />
or co-curricular activities. This tutorial timetable is available at the start of each term<br />
on the <strong>School</strong>’s website.<br />
High Performance Program (Sporting and Cultural)<br />
The High Performance Program is an individually tailored program designed to help<br />
your child balance training and academic schedules. This is achieved through access<br />
to expert tuition, mentoring and individual attention. In the Middle <strong>School</strong>, a High<br />
Performance student may study one fewer elective than their peers in order for them<br />
to meet their other commitments. A full range of criteria for entry is available from the<br />
program coordinator, Mr Peter Robinson.<br />
High Performance Academics Programs<br />
The High Performance Academics Program recognises that certain students have<br />
a natural ability, which gives them the potential to perform at a high level in their<br />
academic program. These students are capable of excelling in one or more areas<br />
such as general intelligence or specific academic studies.<br />
The Program seeks to maintain students’ enthusiasm in the middle years of schooling<br />
whilst developing life-long learning skills. The <strong>School</strong> offers a variety of supportive<br />
choices including curriculum modifications for challenges in the regular classroom,<br />
ability grouping in some subjects, lessons in intelligence, thinking and creativity and<br />
extension beyond the classroom through competitions and individual projects.<br />
Support and Extension Programs<br />
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Support and Leadership Extension Programs<br />
Participation in the High Performance Academics Programs is through selection by<br />
the Head of Middle <strong>School</strong> and/or the Head of Differentiated Learning.<br />
Middle <strong>School</strong> <strong>St</strong>udent Leadership<br />
In the Middle <strong>School</strong>, Year 9 students have the opportunity to take on formal leadership<br />
positions.<br />
The role of the Middle <strong>School</strong> Leader includes:<br />
• Leadership of the Middle <strong>School</strong>’s student body<br />
• Promote <strong>St</strong> Luke’s <strong>Anglican</strong> <strong>School</strong><br />
• Liaise between staff and students<br />
• Attend school functions and meetings as required<br />
• Assist with hosting visitors to the <strong>School</strong><br />
• Represent <strong>St</strong> Luke’s at various functions<br />
• Help organise events/manage students<br />
• Be the public face of the Middle <strong>School</strong><br />
• Write reports for the <strong>School</strong> magazine, newsletters and web page<br />
• Address <strong>School</strong> and Year Level Assemblies or special functions, such as<br />
Speech Night<br />
• Be a role model for all students<br />
• Reinforce staff expectations<br />
• Be actively involved in whole <strong>School</strong> initiatives, eg. fundraising activities<br />
• Attend <strong>St</strong>udent Council Meetings<br />
There are a number of leadership opportunities in the Middle <strong>School</strong> and they include:<br />
Pastoral Care Class Leaders (including House Leaders)<br />
Chapel Leader<br />
Service Leader<br />
Sport Leaders<br />
Music Leaders<br />
There are 15 leader positions.<br />
General Information<br />
Roll Marking and <strong>St</strong>udent Absence<br />
Roll marking is an important part of the <strong>School</strong> day and for reasons of student safety<br />
we require that parents inform the <strong>St</strong>udent Services Officer in the main office on 4132<br />
7529 if their child will not be present on a particular day. The roll is marked at the<br />
beginning of each day.<br />
Late Slips<br />
<strong>St</strong>udents arriving late for school (i.e. after 8.30 am) will be required to go to <strong>St</strong>udent<br />
Services to collect a late slip and to complete the register of late arrivals. The late slip<br />
is then to be handed to the class teacher.<br />
Tuckshop - Morning Tea and Lunch<br />
The Tuckshop is open at morning tea and lunch every day of the week, but relies on<br />
parents to assist. Please consider volunteering some time to help at the Tuckshop.<br />
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Books and <strong>St</strong>ationery<br />
The <strong>School</strong> has a textbook hire scheme which covers required texts and keeps costs to<br />
a minimum. Textbooks are collected from the Resource Centre at the commencement<br />
of the <strong>School</strong> year.<br />
Lost Property<br />
Misplaced property is collated by the <strong>St</strong>udent Director. <strong>St</strong>udents are encouraged to<br />
check this office whenever they have lost any items.<br />
Please ensure all items of clothing including hats are labelled this also includes items<br />
such as ipads, mobile phones, ipods and laptops so that lost property can be returned<br />
promptly, avoiding unnecessary expense in replacing lost items.<br />
Sickness, Accidents and First Aid<br />
Information of child’s health status (eg. Epilepsy, diabetes) should be provided at<br />
enrolment. If this information needs updating due to changed circumstances, it is most<br />
important that the new information is provided to the <strong>School</strong>.<br />
For their own comfort, as well as the comfort of other children, sick children should be<br />
kept at home. Should a child become ill at school or have an accident he/she will be<br />
cared for and parents will be contacted to make arrangements for the child to go home.<br />
If a child suffers a serious accident necessitating emergency medical care, he/she will<br />
be transported by ambulance to hospital. A staff member with First Aid qualifications<br />
will render initial treatment.<br />
Infectious Diseases Exclusion from <strong>School</strong><br />
The Health Authority supplies the following information regarding exclusion from school<br />
for the more common communicable childhood diseases:<br />
General Information<br />
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General Information<br />
Disease<br />
Chicken Pox<br />
Cold Sores<br />
Exclusion of Case (person with<br />
infection)<br />
Exclude until all blisters have<br />
dried. Usually at least 5 days<br />
after the rash first appeared in<br />
unimmunised children and less in<br />
immunised children.<br />
Young children unable to comply<br />
with good hygiene practices<br />
should be excluded while sores<br />
are weeping. Sores should be<br />
covered with a dressing where<br />
possible).<br />
Conjunctivitis<br />
Exclude until discharge from eyes Not excluded<br />
has ceased.<br />
Cytomegalovirus (CMV) Exclusion not necessary Not excluded<br />
Diarrhoea (including<br />
amoebiasis,<br />
campylobacter,<br />
cryptosporidium,<br />
giardiasis, rotavirus,<br />
salmonella, shigella and<br />
viral gastroenteritis)<br />
Exclude until there has not been a<br />
loose bowel motion for 24 hours.<br />
Exclusion of Contacts (person<br />
exposed to the case with<br />
infection)<br />
Any child with an immune deficiency<br />
(ie leukaemia) or receiving<br />
chemotherapy should be excluded<br />
for their own protection. Otherwise<br />
not excluded<br />
Not excluded<br />
Not excluded<br />
Glandular Fever Exclusion is not necessary. Not excluded<br />
Haemophilius influenza Exclude until appropriate antibiotic Not excluded<br />
type B (Hib)<br />
treatment has been completed.<br />
Hand foot and mouth Exclude until all blisters have Not excluded<br />
dried.<br />
Head Lice<br />
Until condition is treated with a Not excluded<br />
suitable shampoo.<br />
Hepatitis A<br />
Exclude until receipt of a Medical Not excluded<br />
Certificate of Recovery but not<br />
before 7 days after the onset of<br />
jaundice or illness.<br />
Hepatitis B Exclusion not necessary. Not excluded<br />
Hepatitis C Exclusion not necessary. Not excluded<br />
HIV/AIDS Exclusion not necessary. Not excluded<br />
Influenza Exclude until well. Not excluded<br />
Measles<br />
Meningitis (bacterial)<br />
Exclude for 4 days after the onset<br />
of rash.<br />
Exclude until well and has received<br />
appropriate antibiotics.<br />
Meningitis (viral) Exclude until well. Not excluded<br />
Immunised and immune contacts<br />
not excluded. Non immunised<br />
contacts of a case are to be<br />
excluded until 14 days after the first<br />
day of appearance of rash in the<br />
last case, unless immunised within<br />
72 hours of first contact during the<br />
infectious period with the first case.<br />
All immunocompromised children<br />
should be excluded until 14 days<br />
after the first day of appearance of<br />
rash in the last case.<br />
Not excluded<br />
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Meningococcal infection<br />
Molluscum<br />
Contagiosum<br />
Mumps<br />
Norovirus<br />
Parvovirus (erythema<br />
infectiosum fifth<br />
disease slapped cheek<br />
syndrome)<br />
Exclude until appropriate antibiotic<br />
treatment has been completed.<br />
Exclusion is not necessary.<br />
Exclude for 9 days or until swelling<br />
goes down (whichever is sooner).<br />
Exclude until there has not been a<br />
loose bowel motion or vomiting for<br />
48 hours.<br />
Exclusion not necessary.<br />
Ringworm/tinea/scabies Exclude until the day after<br />
appropriate treatment has<br />
commenced.<br />
Not excluded<br />
Not excluded<br />
Not excluded<br />
Not excluded<br />
Not excluded<br />
Not excluded<br />
Roseola Exclusion not necessary. Not excluded<br />
Rubella (German<br />
Measles)<br />
<strong>School</strong> Sores (impetigo)<br />
<strong>St</strong>reptococcal sore<br />
throat (including scarlet<br />
fever)<br />
Exclude until fully recovered or for<br />
at least 4 days after the onset of<br />
rash.<br />
Exclude until appropriate antibiotic<br />
treatment has commenced (sores<br />
on exposed areas must be covered<br />
with a watertight dressing).<br />
Exclude until well and has<br />
received antibiotic treatment for at<br />
last 24 hours<br />
Not excluded (female staff of<br />
childbearing age should check<br />
their immunity to rubella with their<br />
doctor).<br />
Not excluded<br />
Not excluded<br />
Thrush (candidiasis) Exclusion not necessary` Not excluded<br />
Tuberculosis (TB)<br />
Exclude until a medical certificate<br />
is produced from appropriate<br />
health authority<br />
Not excluded<br />
Typhoid paratyphoid Exclude until a medical certificate is<br />
produced from appropriate health<br />
authority.<br />
The <strong>2013</strong> <strong>School</strong> Year<br />
Term 1: (09 wks; 43 school days)<br />
Term 2: (10 wks; 47 school days)<br />
Term 3: (10 wks; 49 school days)<br />
Term 4: (09 wks; 43 school days)<br />
Tuesday 29 January – Thursday 28 March<br />
Monday 15 April – Friday 21 June<br />
Tuesday 16 July – Friday 20 September<br />
Tuesday 08 October – Thurs 05 December<br />
General Information<br />
Key Forms<br />
• Year 7 - <strong>2013</strong> Middle <strong>School</strong> Elective Selection Form<br />
• Year 8 - <strong>2013</strong> Middle <strong>School</strong> Elective Selection Form<br />
• Year 9 - <strong>2013</strong> Middle <strong>School</strong> Elective Selection Form<br />
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Middle <strong>School</strong> Elective Selection<br />
Year 7 <strong>2013</strong><br />
Year 7 - <strong>2013</strong> Elective Form<br />
Name of student: ______________________________________________<br />
LANGUAGE ELECTIVES<br />
Elective Preference (1, 2, 3) Have <strong>St</strong>udied<br />
Subject<br />
Previously (tick)<br />
Japanese<br />
German<br />
Asia-Pacific <strong>St</strong>udies<br />
-<br />
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Middle <strong>School</strong> Elective Selection<br />
Year 8 <strong>2013</strong><br />
Year 9 - <strong>2013</strong> Elective Form<br />
Name of student: ______________________________________________<br />
TECHNOLOGY ELECTIVES<br />
Elective Preference (1, 2, 3, 4)<br />
Design Technology<br />
Food Technology<br />
ICT<br />
Interactive Design<br />
NB: 1 = most preferred elective<br />
LANGUAGE ELECTIVES<br />
Elective Preference (1, 2, 3)<br />
Japanese<br />
German<br />
Asia-Pacific <strong>St</strong>udies<br />
Year 8 - <strong>2013</strong> Elective Form<br />
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Middle <strong>School</strong> Elective Selection<br />
Year 9 <strong>2013</strong><br />
Year 9 - <strong>2013</strong> Elective Form<br />
Name of student: ______________________________________________<br />
TECHNOLOGY ELECTIVES Elective Preference (1, 2, 3, 4)<br />
NB: 1 = most preferred elective Design Technology<br />
Food Technology<br />
ICT<br />
Graphics Design<br />
ARTS ELECTIVES Elective Preference (1, 2, 3)<br />
NB: 1 = most preferred elective Art<br />
Music<br />
Drama<br />
LOTE ELECTIVE Elective Preference (1, 2, 3)<br />
Japanese<br />
German<br />
Asia-Pacific <strong>St</strong>udies<br />
NB. 1 = most preferred elective<br />
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