Aquinas Staff Handbook

Employee Handbook

A GUIDE TO WORKING AT AQUINAS COLLEGE

Co-curricular

Communication

Conflict

Confidentiality

Welcomeonboard

Working atAquinas College

As a Working with Children card is valid for three (3) years,

each staff member to ensure they obtain and maintain a val College and provide the College with a copy of same

Furthermore, it is the responsibility of each staff member to Working with Children card is imminent Should your card e terms and conditions of your employment

2 73 Police Clearance Teaching Staff

Prior to being employed, all staff members are required to o Western Australian Department of Education However, for t (TRB) registration number shall be provided in lieu Prospect last 12 months shall comply with the following additional po Provide the College with a Police Clearance issued by th preceding the staff member’s appointment Documents

Non-Teaching Staff

Prior to being employed all new non-teaching staff member within the Western Australian Catholic education system, sh through the Western Australian Department of Education

Specific requirement are as follows: Staff members new to the Catholic Education system in last 12 months; Staff members changing from another school or college Police History Check issued within the last 12 months

Our History

The Aquinas Coat of Arms, or College Crest, is an adaptation of the Christian Brothers’ Congregational Crest.

The star and the Celtic cross are the central features of the Aquinas crest: the star is the symbol of the ‘light of knowledge’; the cross is symbolic of the Christian way of life; and the cross being Celtic signifies that our Catholic faith and heritage have their mainstream origins from Ireland

The motto ‘Veritas Vincit’ literally translated means ‘Truth Conquers’ and implies that people who seek the truth will be given the power and the means of overcoming all the challenges and difficulties in living the Christian way of life.

Invocation after each Prayer

St Thomas Aquinas

ALL: Pray for Us

Blessed Edmund Rice

ALL: Pray for Us

Live Jesus in Our Hearts

ALL: Forever. Amen

3.5 Our Heritage: Blessed

Edmund Rice

The school owes much of its current success to the tremendous work of the Christian Brothers who have modelled their life and work on their founder Blessed Edmund Rice.

Edmund married Mary Elliott at the age of 25 and tragically 2 years later his wife died. They had a daughter Mary, whom Edmund continued to care for When Edmund was aged 40, he found himself at a crossroads in his life He felt called by Christ to follow Him more closely in the gospel way of life

In 1802 Edmund Rice opened his first school in Waterford, Ireland In 1820 Pope Pius VII approved the new congregation, the Christian Brothers and Brother Edmund Rice was elected as first Superior General

Edmund’s faith was vital and manifested itself in practical action for the good of others as well as in participation in parish worship and personal prayer

His faith was never a private matter; his love for God and his belief in the Gospel led him to an extraordinary change of life. Edmund turned his attention to Waterford’s uneducated and uncared for street boys He devoted his energy, his business skills, his property and his considerable wealth to develop an education system for those who were discriminated against by the laws and social customs of the time.

Edmund listened to the inspirations of the Spirit coming to him through his personal reflection on life, and especially through the scenes he witnessed daily in the streets of Waterford His friends thought he was crazy giving up his extremely prosperous business for the sake of neglected children.

His chances of success were slim Helpers came and went Edmund faced enormous difficulties and frustrations He persevered with his vision He stood by the young people of Waterford He didn’t just teach ‘them’; he was brother ‘to them’. He gave of himself and not just of his knowledge.

3.6 Our Heritage: St ThomasAquinas

Saint Thomas Aquinas, Then and Now

Thomas Aquinas’s life engendered a belief in the acquisition of knowledge and a propensity for discovery; he was eager to understand the natural world, interested in searching for the truth about human life and constantly inquisitive about the good and creative source of all things which human beings generally call ‘God’

Life and Times

Thomas Aquinas was born, probably in 1225, close to the famous monastery of Monte Cassino near Naples in Italy

Against the wishes of his family, who saw him as a future Abbot of that rich and powerful monastery, Thomas insisted on joining the newly founded Order of Preachers, the Dominicans The monks adhered to a relatively secluded and rural lifestyle whereas the new orders of friars, founded by Dominic and Francis of Assisi, settled in the towns and cities and involved themselves directly in the intellectual, social and religious controversies of the time

Thomas lived a simple and straightforward life

He studied at the fledgling universities of Naples and Paris, and at the Dominican House of Studies in Cologne

His reputation as a Christian thinker of extraordinary brilliance and logic was well established even during his lifetime His writings were treasured and copied throughout Europe. He was often consulted on philosophical and theological questions by his order, by political leaders, by other scholars and teachers, and by the papacy. He died in 1274 at the relatively young age of 49

The tradition of learning and teaching that flows from his work continues to the present day.

His thinking, so far removed from us in space and time, continues to nourish intellectual debate in the twenty-first century.

Confidence and Humility in Seeking Truth

Thomas Aquinas approached his work as a student and a scholar carefully but fearlessly His fearlessness was based on confidence that the truth, which is ultimately God, the first truth, can look after itself and will find its way to shine even in spite of us. He is quoted as saying that the truth is strong in itself and cannot be destroyed by any assault.

His radical method is one of the greatest things we have inherited from his writings; he accepted the view handed down from the early days of the Church that any truth, no matter by whom it is said, is from the Holy Spirit This is a key point in his teachings: not by whom a statement is uttered but what is said as being the important thing In his letter on study he warns us not to put store by the person who speaks but rather to remember what is well expressed

In a recent address, the late John Paul II said that the radical method of Saint Thomas provided a model for contemporary issues

Thomas can teach us how to approach new philosophies and cultures, in order to assess and assimilate what is of value in them and to adapt Christian catechesis and preaching to their ways of approaching reality, always seeking the deepest causes or the supreme reasons for things

When Thomas disagrees with others he treats his adversaries always with respect, moderation and charity, accepting what can be accepted, interpreting ambiguities kindly and refuting clearly but respectfully where this must be done

A Model for Learners

Thomas Aquinas is honoured in the Catholic Church as the patron saint of schools and universities His way of life and philosophies are held up as ideal examples of how we should study and teach

Thomas Aquinas was an avid reader In the substantial corpus of his works, a significant number are commentaries on the Scriptures, on the writings of Aristotle and on the works of other great thinkers

He read and commented on these works not only as a means of understanding the writings of others but to enter into and to share his own perceptions of their works His best known work is called the Summa Theologian.

For The Future

In many things, St Thomas Aquinas’s writings are archaic: our knowledge has advanced beyond anything he could have contemplated However, in thinking about the fundamental questions of existence, creation, human life and God, he continues to hold a central place

In the English-speaking world alone there is great interest in his philosophy of law, his account of virtue, his understanding of the mind and of human intelligence, his account of body and soul, his treatment of human psychology, his theological vision of nature and of humanity. These and other aspects of his thought continue to nourish contemporary reflection.

Conclusion

Thomas Aquinas is an inspirational guide for students, teachers and scholars He shows us how to enter into the thought of others, how to allow our own views to be examined and criticised, how to recognize and acknowledge the demands of truth, humbly submitting to what our intelligence or our faith tells us is the case

It was because he was a saint, dedicated to a total following of the gospel of Christ, that Thomas found his call to become a radical thinker

His humble trust in the victory of truth, his diffidence, did not prevent him from developing a radically new theological synthesis which troubled and unsettled his contemporaries.

But his new theology was eventually recognised as a masterful re-presentation of the classical Christian and humanist tradition of the western world For all his intellectual gifts Thomas Aquinas is a simple, transparent witness to the light of God’s truth.

Heritage

CHARTER FOR EDMUND RICE SCHOOLS AUSTRALIA

Liberating Education

We open hearts and minds, through quality teaching and learning experiences, so that through critical reflection and engagement each person is hope-filled and free to build a better world for all

Justice and Solidarity

We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those who are marginalised and the Earth itself

Inclusive Community

Our community is accepting and welcoming, fostering right relationship and committed to the common good.

Gospel Spirituality

We invite all people into the story of Jesus and strive to make his message of compassion, justice and peace a living reality within our community

This Charter document was proclaimed on 2 August 2011

College Environment

Classroom Map

Junior School Map

Our Relationships,Structureand Committees

6.1 Our Relationships

COLLEGE ADVISORY COUNCIL

CATHOLIC EDUCATION COMISSION WA

6.2 Edmund Rice EducationAustralia

Established by the Christian Brothers in 2007, Edmund Rice Education Australia (EREA) now governs the schools owned by the Brothers at that time With the addition of schools established since 2007 there are in excess of 55 schools enrolling over 40,000 students, through all states and territories of Australia

As part of their mission within the Church and inspired by the Charism of Blessed Edmund Rice, schools offer an education guided by the Charter for Catholic Schools in the Edmund Rice Tradition EREA has its own canonical and civil identity but remains closely connected to the Christian Brothers and their ongoing ministry Schools operate in dioceses with the mandate of the Bishop of the diocese and work closely with local Diocesan education authorities. Individual schools do not have a separate identity under either civil or canonical law

EREA has ultimate control over the College EREA appoints the Principal and Vice Principal and members of the College Advisory Council. Each of the schools and colleges in the EREA network maintains its own unique characteristics and heritage

EDMUND RICE EDUCATION AUSTRALIA

AQUINAS COLLEGE FOUNDATION INC.

6.3 TheAquinas CollegeAdvisory Council

Advisory Councils operate under the EREA Board Design and work collaboratively with School Principals and with the EREA Executive to ensure faithfulness to the Charter for Catholic Schools in the Edmund Rice Tradition and quality stewardship aimed at offering the best possible learning communities for students attending EREA Schools

The Advisory Council has particular responsibilities in these areas: Oversight of faithfulness to the Charter and Touchstones; Approving submissions to EREA in the areas of Strategic Planning, Budget and annual a audited statements and Capitaudited statements and Capital works and master planning and oversight of the

b implementation of these as approved by EREA

Approving major school policies that are consistent with EREA policies; and Oversight of compliance with EREA Risk Policy and procedures

6.4Aquinas College Foundation Inc.

The Foundation is a separate legal body to that of the College, established for charitable objects and purposes only, existing for the advancement or promotion of education. Its objects are to support and assist the Advisory Council, to encourage and foster the interest and financial support of past students, parents of students and friends of the College and to preserve, improve and develop its standards, services, property and facilities The Foundation is administered by its own board (Foundation Council).

6.5 Catholic Education Commission WA(CECWA)

CECWA is appointed by the Bishops of Western Australia and is responsible to them under a Mandate which states that CECWA will;

Foster the continuous development and improvement of Catholic schools and act on behalf of the Catholic community for the benefit of all Catholic school-aged children

Generate official statement policies and also assist individual Bishops with schools in their own diocese

Continue to recognise and make provision for religious institutes that operate Catholic schools in Western Australia and will respect their particular charisms

Under the Terms of Reference, CECWA fills two Fundamental Roles:

The development and evaluation of Catholic school policy where the Bishops elect to adopt a joint policy in relation to Catholic Education

Action for each diocesan Bishop in specified matters concerning the education of Catholic children in his diocese

These responsibilities are exercised through the Catholic Education Office of Western Australia in Perth and its regional offices in Broome, Bunbury and Geraldton.

The terms of reference of the Commission specify that in complying with these broad directives the Commission will witness to and proclaim its commitment to Jesus Christ and to the truths and values of God's Kingdom; operate in accord with the principle of subsidiarity; and keep itself informed of major church and government statements on education, integrating these into its own activities

In its wider term of reference of responsibility for Catholic Education throughout Western Australia, the commission continues with a long-standing endeavour to ensure Catholic Education is available to all children of Catholic parents who seek such an education for their children

SENIOR SCHOOL

MIDDLE SCHOOL

COLLEGE LEADERSHIP TEAM

PRINCIPAL VICE PRINCIPAL

COUNCIL/EREA

PRINCIPAL MR ROBERT HENDERSON

VICE PRINCIPAL MS JEN KNOX

ACADEMIC COUNCIL

RELIGIOUS EDUCATION

FINANCE DEVELOPMENT OPERATIONS

HUMAN RESOURCES

DIRECTORS

ABORIGINAL EDUCATION

TEACHING & LEARNING

6.6 Our Committees

Parents and Friends Association

The role of the Parents and Friends’ Association is to provide opportunities for Aquinas College parents to interact on a social basis, welcome parents into the College, facilitate information sessions of interest to the parent body and provide a forum on relevant issues

College Contact Person: Vice Principal

Parent Volunteer Group (formerly Ladies Auxiliary)

The role of the Parent Volunteer Group is to provide a welcoming face to the Aquinas community, helping newcomers settle in and make new friends The volunteers assist with set up and service at events as well as decorations for student functions. College Contact Person: Vice Principal

Old Aquinians’ Association

This Association of Old Boys from the College was established to support the College in maintaining its Vision and Mission

College Contact Person: Alumni & Events Coordinator

Boarding Parent Support Group

The primary role of the Boarding Parents’ Support Group is to support the Residential and Boarding community

College Contact Person: Head of Boarding

Aquinas Rowing Committee (ARC)

ARC assist the Director of Rowing with the planning and set up of rowing regattas and events as well as coordinating and fundraising during the rowing season

College Contact Person: Director of Rowing

Aquinas Care

‘Aquinas Care’ is an Aquinas College community-based organisation introduced to assist families within the College who are experiencing some form of crisis (usually medical). This assistance is in the form of meals and is only organised if the family wishes to receive support

There is no direct contact with the family concerned except through the Head of Junior School, Vice Principal, or the co-ordinator of Aquinas Care. If you are aware of any student’s family needing assistance, please make contact with one of the College’s personnel listed above College Contact Person: Maree Brennan

The Mt Henry Peninsula Conservation Group Assists in maintaining the Mt Henry Peninsula which is currently natural bushland Students from Pre-Primary to Year 12 can engage in environmental work on Mt Henry Peninsula through the College’s Service Learning Program, held during Terms 2 and 3 Parents and guardians are also welcome to join their sons in conservation efforts on the peninsula College Contact Person: Maddison Nicholls

Staff Conduct

7.1 Code of Conduct

The College’s values are defined by the context of its position as a Catholic School in the Edmund Rice tradition.

This tradition underpins the Edmund Rice Education Australia (EREA) Code of Conduct (EREA Code of Conduct) The EREA Code of Conduct details, clarifies and affirms the standards of behaviour expected by Edmund Rice Education Australia for members of the Edmund Rice Education Australia community

Central to the mission of a Catholic School in the Edmund Rice tradition is an unequivocal commitment to fostering the dignity, self-esteem and integrity of each and every person present within Edmund Rice Education Australia and each of its school communities The provision of a safe, supportive and enriching environment is an essential element in achieving this objective.

Purpose

The EREA Code of Conduct outlines the conduct and expectations required by Edmund Rice Education Australia for employees and volunteers within the Edmund Rice Education Australia (EREA) community.

Applicability

The EREA Code of Conduct sets out obligations for all employees and volunteers of the communities of Edmund Rice Education Australia and its schools and entities.

Responsibilities of Employees and Volunteers

Employees and volunteers are expected to comply with expectations in the employer-employee relationship, including: familiarising themselves on an ongoing basis with the EREA Code of Conduct which is available on the Edmund Rice Education Australia website; enacting the provisions of the EREA Code of Conduct in good faith; developing relationships based on mutual courtesy, trust, collegiality and open communication; using constructive methods for resolving any conflict which may arise; abiding by all relevant policies, including Child Protection policy; enacting any duty of care applying personally to an employee or volunteer; contributing to Edmund Rice Education Australia and its schools enacting a duty of care; refraining from conduct which may amount to misconduct or serious misconduct; demonstrating and modelling ethical and moral behaviours; complying with any risk management processes in place, including any risk assessment processes;

maintaining appropriate professional qualifications and registrations; abiding by all responsibilities, commitments and duties set out in contracts of employment; undertaking all training requirements as required by the employer; maintaining confidentiality of information and privacy obligations unless disclosure is required by law (including as prescribed by the Child Protection Legislation and Child Protection Policy), is required by a professional standard applicable to the employee or volunteer, or unless there is risk of harm to a student or the personal safety of a member of the community; declaring, or avoiding where appropriate, all conflicts of interest (actual or perceived) and otherwise refraining from acting or giving the appearance of acting contrary to the interests of Edmund Rice Education Australia or its schools;

serving Edmund Rice Education Australia and its schools faithfully, diligently and with due care and skill;

ensuring personal appearance and presentation is clean, tidy, modest, role-appropriate and in accordance with policies; observing the principles of natural justice and procedural fairness in dealing with any complaints against colleagues; avoiding behaviours which are or might reasonably be perceived as Workplace Harassment or Sexual Harassment in accordance with policies; being truthful when making statements about qualifications, experience and competencies; enacting obligations to a standard commensurate with professional skills and qualifications; refraining from conduct which may amount to serious misconduct or otherwise warrant summary dismissal from employment; using the resources of Edmund Rice Education Australia and its schools only as prescribed in policies or his/her contract of employment; and serving Edmund Rice Education Australia and its schools faithfully, diligently and with due care

Working with the EREA Code of Conduct

Edmund Rice Education Australia has developed the EREA Code of Conduct to be of support to employees and volunteers in schools and in the hope that it will encourage professional standards for the benefit of all. However, in those cases where professional standards are not met, there needs to be clarity about reporting and resolution of issues

Disciplinary Process

Any disciplinary process in relation to a breach of the EREA Code of Conduct will be managed with procedural fairness and in keeping with the principles of natural justice Edmund Rice Education Australia (and if authorised by Edmund Rice Education Australia, Edmund Rice Education Australia schools) retain discretion in responding to breaches of the EREA Code of Conduct

7.3.1 Formal Functions

At formal functions, staff members are required to wear formal attire such as a jacket and tie (for men) and professional formal attire (for women).

7.3.2 Sports Functions

Staff members are required to wear allocated College sportswear on all sporting occasions

7.3.3 Assemblies

Male staff members are expected to wear jackets and ties to assemblies in Terms 2 and 3

7.3.4 Uniform

Where College uniform or personal protective equipment (PPE) has been allocated, it is required to be worn, where applicable whilst working on the College campus All College employees will be issued with a hi-vis vest if undertaking Yard Duty.

All College employees are asked to model appropriate SunSmart behaviour The College will supply each staff member with one College hat.

Men

Standard professional attire for men is smart trousers or suit pants, a collared business shirt and tie

A jacket and tie is expected for formal occasions, parent teacher interviews, at assemblies, Chapel and wherever else students are expected to wear their blazer and tie. While ties are encouraged all year round, they are optional in Terms 1 and 4 Men should wear closed shoes or dress boots

Haircuts/colours should reflect the professional nature of working at Aquinas College

Women

Professional attire for women is smart tailored clothing such as pants, dresses or skirts with tops, blouses or fine knits and jackets Tailored shorts or culottes may be worn in place of a skirt in summer.

Hemlines should sit just above the knee at their highest Women should wear dress shoes, dress boots or dress sandals in keeping with professional appearance and heel height should be modest

Haircuts/colours should reflect the professional nature of working at Aquinas College

Faculty Specific Attire

Members of specialist areas that necessitate specific dress requirements such as D&T, Ground Staff and Physical Education are to dress in a manner that meets health and safety and practical needs

7.3.6

Unacceptable Attire

The following are considered unacceptable professional attire and are not to be worn:

Shorts, jeans, denim or corduroy clothing, cargo style pants;

Street casual, t-shirts, sweatshirts, muscle or mesh shirts, collarless shirts (for men);

Stretchy, figure-hugging garments that do not disguise undergarments or have thigh length slits, bare midriffs;

Leggings (without a skirt), sheer garments, tank tops, indiscreet necklines, shoestring straps and backless tops;

Clothing that has distasteful or offensive images, slogans or words;

Casual footwear, sports shoes (trainers), thongs or sandals without back straps;

Tattoos considered offensive or against the College Ethos;

Facial piercings.

7.3.7

Consultation

The Staff Professional Attire Code is unable to cover all contingencies and so staff are expected to use their professional judgement in conjunction with the above guidelines in their choice of clothing for work If clarification is required, please contact your line manager

If clothing worn by a staff member is determined to be inappropriate: The matter shall be discussed privately and sensitively between the staff member and their immediate supervisor in the first instance.

If the matter is not corrected or repeats, the Vice Principal will speak with the staff member If the staff member fails to address the issue verbally requested, they will receive a formal written request to address the situation.

7.4Alcohol

In accordance with the EREA Code of Conduct, staff members are not to be under the influence of alcohol during business hours or during times where they have responsibility for students or are otherwise fulfilling responsibilities to Edmund Rice Education Australia or its schools Additionally, alcohol may not be brought onto the College grounds or consumed at the College without consent of the Principal.

7.5 Smoking & e-Cigarettes

In accordance with the College’s Smoke Free College Policy, Aquinas College is a smoke free campus Additionally, in line with the EREA Code of Conduct, Edmund Rice Education Australia and its schools are smoke free areas. Smoking and the use of e-cigarettes/vapes is not permitted on the Edmund Rice Education Australia premises or any school premises or during times where an employee or volunteer has responsibility for students

People Policies

8.1 Equal Opportunities

Aquinas College is an equal opportunities employer Opportunities for employment, promotion, training and development are offered based on individual merit, abilities, knowledge and qualifications

Compensation is determined by the applicable Roman Catholic Enterprise Bargaining Agreement

The College is committed to maintaining the highest standards of professional excellence within a harmonious work environment that is free from unlawful discrimination, harassment, bullying and victimisation. Furthermore, the College seeks to embrace diversity within a values-based workplace.

8.2 Recruitment and Selection

The College is committed to providing equal and just recruitment practices that are aligned with the College’s core values and culture, in harmony with the Edmund Rice tradition Applications are usually required to include the following:

Covering letter addressing the specific selection criteria;

Current Resume;

Names and contact details of three referees;

Copies of your qualifications and credentials; and Australian work rights nominated evidence (Australian birth certificate, Australian passport, Australian citizenship or Australian work rights visa)

Reference and statutory checking is a mandatory part of the College recruitment and selection process with the final decision to appoint will be made by the Principal.

8.3 Employment Records

Employment records are confidentially maintained by Human Resources It is important that the College has your correct personal details on record Should your details change, such as your address, telephone, emergency contact or bank account details, it is your responsibility to notify Human Resources. You can update your details at any time via HR OrgView.

8.4 Staff Performance Review and Development

As part of our commitment to your ongoing development, the College requires you to participate in a reflection and planning process for teaching staff conducted at least bi-annually.

This two-way communication process is an opportunity for staff members to reflect and selfevaluate their performance and gain feedback from their manager. At this time, performance and development objectives are agreed upon and set for the next year

Should you have any questions regarding this process, please speak to your line manager

8.5 Career Progression

It is recognised that we are all striving for professional excellence in our specific areas of expertise. The College is driven to provide excellence in education for our students and seeks the commitment of our staff members to achieve this standard

Your line manager is available to discuss career progression opportunities as well as any moves you may wish to consider, or areas that you would like to become involved in, within the College

8.6 Staff Communication

The College uses many different formats to communicate with staff members and the wider College community Communication modes used include:

Weekly Staff Bulletin

Monday Briefing (Junior and Secondary staff) in the Common Room

Secondary School One Note Staff Page

Junior School Weekly Staff Meeting in the JS Staff Room

Weekly e-Bulletin to parents

Periodic department meetings, section meetings and morning teas

Official College calendar via College Portal

8.7 Performance and Conduct

The College communicates expected standards of performance and behaviour through the College values, policies, guidelines, position descriptions and the EREA Code of Conduct.

The following College policies have been developed to provide an open and fair process based on the principles of procedural fairness:

Aquinas College Unsatisfactory performance and misconduct policy and procedure

CEWA Unsatisfactory performance and misconduct policy and procedure

Workplace Bullying, harassment and unlawful discrimination policy and procedure

Should you have any questions regarding these policies and processes you may wish to speak with your line manager or the Vice Principal

8.8 Additional College People Policies

The College’s policies can be obtained electronically through the College Portal. Other people policies include:

Smoke Free Policy

ICT Use by Staff Policy

Salary Packaging Policy

Child Protection Policy

Privacy Policy

Management of Confidential Information Policy portal.aquinas.wa.edu.au/general/documents-and-policies/

9.1Assemblies

All teaching staff are required to attend assemblies with House staff to sit amongst the boys The community sits in House groups for Middle and Senior School assemblies, and in Class groups for Junior School assemblies.

It is expected that our students wear their full uniform when attending assemblies, which includes the College blazer in winter It is expected that our staff lead by example and wear appropriate professional attire, such as a jacket or blazer and tie, in accordance with the College dress standards

9.2 Staff Attendance,Absence and Punctuality

Teaching staff are expected to be onsite from 8.10am to 3.30pm.

If teaching staff need to leave the school grounds they should seek approval from the Vice Principal, inform their line manager, and sign out using the Staff Sign Out Form on the Portal

9.2.1 Attendance

Teaching Staff Members are required to attend the following events:

All assemblies, staff meetings, forums, House meetings and faculty meetings unless exempt;

All sporting fixtures and training sessions involving a teacher’s teams unless exempt; The PSA swimming meeting and athletics meeting if rostered for duty by the Vice Principal; Presentation and Awards evenings and Assemblies; Parent/Teacher Meetings; and

Assemblies, meetings or tutor/class activities where a class is required away from normal programme class requirements The class teacher involved must accompany his/her class to the assembly, meeting or activity; and Where required, attend retreats as a tutor to assist with the formation programme This may include overnight supervision

9.2.2 Absence

The leave procedures and associated leave forms are set out in the Employee Leave Procedure, which is available on the College Portal Should you wish to be absent for any reason other than illness, you are required to submit a leave application form in HR Orgview.

Secondary School: In the case of unforeseen absences, please follow the procedure listed above in item 6 2

Junior School: In the case of unforeseen absences staff are required to contact the Junior School Relief Coordinator no later than 6.00 am on 0402 833 025.

Work is to be submitted on SEQTA This is required to be submitted by 0730 am at the latest All teaching staff are required at school until the end of the school day

Any secondary teaching staff absences during the day are to be agreed to by the Head of Learning Area and approved by the Vice Principal To maintain classes during teacher absences, staff will need to check the Daily Relief Roster on OneNote, which is uploaded by 730am each morning Wherever possible supervisions are allocated according to teaching loads and suitability of a staff member to supervise the subject For Junior School staff members, absences are to be approved by the Head of the Junior School

9.2.3 Punctuality

Staff punctuality sets the standard of behaviour for the students

So as to lead by example you are required to observe punctuality obligations at all times

9.3 Care of Rooms

The Aquinas campus is structured to accommodate secondary and junior schools. The Junior School is structured in year level and class areas whereas the secondary school is structured in key learning areas Where possible, secondary school buildings have been established along Faculty or specific class needs and where possible individual teachers specialise in one room.

Educational research supports the notion of dedicated learning areas and staff are asked to create and maintain rooms which are attractive and stimulating for students.

Additionally, information which is thought-provoking and specific to a learning area should be clearly displayed. It is required for rooms to be left tidy, secure and in good condition

9.4 Co-curricular Involvement

Co-curricular programmes form an essential part of the educational offerings of Aquinas College. Staff are expected to assist the College in its co-curricular programme, as directed by the Principal For the majority of staff, the commitment will consist of coaching, directing or managing various activities As with the boys, the College endeavours to optimise the talents the staff have to offer

In the secondary school, every attempt will be made by the Director of Sport to accommodate staff preferences for sport; however, teaching timetables may necessitate alternative arrangements It would be normal for a staff member to take two terms of sport each year

Staff in the Secondary School are to liaise with the Vice Principal to confirm their co-curricular choices Staff are required to complete 40 hours of co-curricular participation in a 12 month period Junior School staff are involved in sport each term with a commitment of approximately 1 hour per week Any co-curricular hours worked above 40 hours on a Monday to Friday are paid Saturday hours are paid outside of the 40 hours minimum requirement

9.5 Communication and Contact with Parents

8.5.1 Communication

There are several avenues available to staff; however, direct contact is encouraged By speaking on the telephone to parents, the teacher can clearly explain the cause of concern, accommodate any queries and possibly gain helpful insights into the boy

Secondary School: Tutors and Junior School Class Teachers should make contact with parents on a regular basis and good practice supports contact with every family before the end of Term One each year

Junior School: It is expected that Junior School class teachers make contact with all parents at the beginning of the first and third terms for parent/student/teacher interviews. All new parents to the school will meet with the classroom teacher approximately 4 weeks into their son’s learning journey for the academic year

K-3: During the Kindergarten year parents have interview times made available to them each term at or close to week 8. In Pre-Primary contact will be made with parents in the first term to discuss ‘On Entry Assessment results’ and then at the same times as the Junior School

An email exchange is usually initiated by the parent as they have access to staff school email addresses This can be a very effective way of initiating conversation

This is usually followed up with either a telephone conversation or a meeting with the parent. It is very important to both answer all emails sent by parents and to be mindful of what you say in your communication with them as sometimes there can be misunderstandings when parents are unable to detect the tone in which things are said. It is expected that staff respond to emails within 48 hours. Consider including... Staff are not expected to communicate with parents before 8am or after 5pm or on weekends for general school issues

In the Secondary School, there is an expectation that the classroom teacher manages issues in the classroom

The classroom teacher should liaise directly with parents to discuss problems that may arise It is not the role of the Head of House (HOH) or the Head of Learning Area (HOLA) to resolve classroom disputes However, it is encouraged that in resolving these matters, that support, guidance and advice is sought from your Head of Learning Area or Head of House

8.5.2.

Contact with Parents

Classroom teachers should seek to make direct contact with parents whenever concerns emerge regarding a boy’s progress This is best done by telephone or email, although occasionally a parent interview will result

Tutors/class teachers should endeavour to make regular contact with parents to provide information about development of boys in their tutor group

This should apply to affirmations as well as concerns. It is pastorally essential that productive dialogue is created between tutor and families

Any teacher experiencing repeated behavioural issues with a student should be making early contact with parents, as a proactive means of engaging parents as partners in their child’s education with the intent of achieving a positive outcome for the child

9.6 Conflict Management

The College is committed in supporting staff, students and parents in providing the appropriate opportunities for conflict resolution if the need arises.

Such processes may be accessed through the relevant line manager responsible for the designated sector within the College. The Vice Principal, Head of Human Resources and College Psychologists are appropriate resource persons in such processes

9.7 Confidentiality – students

Issues of confidentiality regarding information about students may arise in two ways:

Firstly, you may be provided with confidential information about a student where that information is felt to be necessary to you as a student’s Tutor, Head of House or classroom teacher Such information may relate, for example, to an illness a student is suffering or some issue that is currently affecting him at home. From time to time information of this kind is passed on to teachers by Health Centre staff or senior staff, or may be provided directly to you by a parent or sibling of the student

Secondly, a student may tell you information about himself, or his family, which is of a confidential nature. Both kinds of information need to be treated sensitively.

If you are advised by other staff members of a matter to do with a student’s welfare, such information should not be passed on to other members of staff, and certainly not to other students, unless you are specifically asked to do so It is also not appropriate to raise the matter with the student himself, unless you have been advised it is in order to do so

Furthermore, where the information has been provided to you in written form, the document should be kept by you in a place where it will not be seen by other staff or students Do not at any time bring such information into a classroom with you.

From time to time you may become aware that a student in your class or tutorial is being seen by a College Psychologist, Head of School or the Vice Principal If that staff member regards the reason for seeing the student as being of such a nature that they cannot advise you, the student’s right to privacy must be respected

Another situation in which confidentiality is an issue is that where a student himself advises you of a significant matter to do with his health, welfare, or personal circumstances In dealing with such disclosures, the guidelines listed below must be followed In considering these guidelines, it is imperative that it is understood that the Principal has the ultimate responsibility for the welfare of all students at the school

Where any matter of significance regarding a student’s welfare is brought to your attention, and you do not think it appropriate to raise with any other member of staff (including Psychologist, Heads of House, Head of School or Vice Principal) you should bring it to the attention of the Principal direct

Child Protection Legislation changes requires staff members to inform the Principal, and this includes grooming behaviour Grooming can be defined as actions deliberately undertaken with the aim of befriending and establishing an emotional connection with a child, to lower the child’s inhibitions in preparation for engaging in sexual activity with the child or to lure the child into sexual exploitation such as child prostitution or the production of child pornography: United Nations Multilingual Terminology Database

If a student requests a guarantee of confidentiality before confiding in you, only agree with the proviso of “as long as what you tell me does not involve danger to yourself or anyone else”. Also assure them that you will not tell anyone else without first discussing options with him

Be prepared to seek staff expertise when dealing with students’ problems. The staff room or any public forum is not the place to discuss students’ progress or development

Individual social contacts between a teacher and a student are not recommended

It is too easy for appropriate roles to become blurred, or for information and/or opinions to be inappropriately expressed Such situations can place students under unnecessary stress and endanger professional student/teacher relationships.

9.12 House Organisation/Tutorial Rooms/ Junior School Classrooms

A copy of the Tutor Groups and rooms will be provided each year These are updated each term or when there has been a change of staff

9.13 Messages for Teaching Staff

When phone calls for staff are received at Reception, the operator will endeavour to make direct contact with the relevant faculty office or leave a message with a colleague in that office.

If no answer is received, the caller may leave a voice mail message on the staff member’s phone The voicemail message will be sent via email as an audio recording to the staff member who is allocated to the extension number.

9.14 Risk Management of all Out of ClassActivities

The College recognises the valuable contribution that out of class activities have in supporting a holistic education However, it also recognises that there can be potential risks involved in all out of class activities and urges staff organising these to be aware of situations that may cause danger and difficulty Phys Tours All ca The Colle guideline at both t Prior to a be used, associat approval

A separa planning

9.19 Student Planners

Each student is provided with an online School Planner in Secondary School and a physical planner in Junior School. This planner should be taken to each class by students and serves three major purposes:

Assists student organisation;

Allows teachers and tutors to monitor workload and progress of students; and

As a means of communication between parents and staff

The planner should be kept up-to-date Tutor Teachers (Secondary School)/Class Teacher (Junior School) are to check their students’ planners regularly.

9.20 Student References

Year 12 students requiring a reference do so by obtaining a Testimonial Reference pro-forma from the School Office and approaching a staff member to represent them Normally the representing staff member would be the Tutor; however, some students do approach staff with whom they have developed a strong rapport.

The staff member completes the pro-forma which in turn is passed on to the Principal to complete The reference permits information on the personal profile of each plus his academic, co-curricular and House record while being a student at the College.

From time to time a student leaving school before Year 12 will require a reference The same procedure will occur Should a staff member wish to provide a student with a written personal reference, please ensure that it is not provided on College letterhead.

9.21 Yard Duty

Yard duty is an important legal responsibility of the teacher and should be seriously observed Teachers on yard duty are required to wear the standard florescent vest while on duty. It is not enough just to be on duty – a teacher will insist on appropriate behaviour including refraining from wrestling

Foul language is not to be tolerated nor is language intended to incite or cause offence.

A teacher’s duty area should be free of litter at the end of the duty Students should be co-operative when asked to assist in keeping an area clean If a teacher cannot be on duty, they should organise a swap for known leave or notify the Secondary School Teacher Relief Coordinator or Junior School Relief Coordinator, whichever is applicable if sick leave (short notice)

If students are disrespectful or confrontational towards staff, please consult with the Head of Junior School or a Head of House for assistance.

K-3: The ratio of staff to students in Kindergarten is 1:10 and Pre-Primary is 1:15 When children are in one space altogether such as the playground, the ratio shall be set at the lowest age present. If Kindergarten children are in the playground with Pre-Primary students it would become a 1:10 ratio of staff to students

9.22 Tours

Tours for students are to enhance the educational experience for boys in their holistic developmentThe tour must have specific educational aims and objectives and not for the purpose of a vacation.

For any student tours, set procedures must be followed Under no circumstances may a proposed tour be discussed with students/parents until the following steps are followed:

The staff member is to complete the Tour Proposal Form on the Portal for consideration by CLT

Once written approval for the tour to commence from the Principal or Vice Principal has been received, student/parent notification may follow Fundraising for tours is usually not permitted, nor is the College in a position to subsidise tours unless specifically granted by the Principal

9.23 Pastoral Care

Aquinas College, as a Catholic School, is a Christian community and educates boys and young men in the Edmund Rice tradition. This vision is expressed through the Mission Statement for the College

In this statement the aspiration for graduates at the College is governed by ten ideal characteristics that depict an Aquinian:

Believes in God, himself and others

Values the spiritual and sacred through the integration of God in all aspects of his life

Serves his community so that he can make a difference especially to the disadvantaged and marginalised

Accepts that life continually changes, reflects thereon and responds to inspire others

Makes appropriate choices based on personal beliefs rather than conformity

Understands a life of spirit rather than a life of conformity

Initiates and responds to relationships with commitment, loyalty and forgiveness

Behaves ethically

Acknowledges the personal leadership challenge

Is a foot washer of society

The College community strives to instil in its students the values based on faith in Jesus Christ. Moreover, there is opportunity to engender in them a spirit of service towards all others so that they will become signs of hope and purpose in their world The whole College community, by its participation in prayer, liturgy, works of charity and through the medium of regular instruction in class, strives to pass on to its pupils the full heritage and traditions of our Catholic faith.

Aquinas College subscribes to the belief that a school should strive to fully develop the talents and capabilities of its students to be the best they can be.

9.24 Tutor Role (Secondary School) and Classroom Teacher Role (Junior School)

Tutors and Classroom Teachers become a significant adult in the boys’ lives In order to do this the tutor/teacher needs to know the boys, care for them, listen to them, advise them, direct and represent them Relevant activities include:

Gather information on each student and maintain and track each student’s progress

Open lines of communication as soon as possible with each student’s parents or guardian

Monitor student progress in all aspects of school/House life through discussion, review of the school diary, test/examination results, use of SEQTA etc

Hold regular discussions with students on goals and overall progress

Show awareness and concern in each student’s family and personal life (without being intrusive)

Be aware of and be able to recognise each student’s talents, achievements and background

Demonstrate knowledge by writing a summative general comment on their report

Counsel and correct behaviour when inappropriate and discipline as required

Initiate and encourage daily prayer

Complete attendance roll Follow up absentees and insist on notes from parents

Read morning notices

Distribute newsletters

Maintain grooming and uniform standards

Attend parent meetings when required

Monitor student organisation and encourage effective use of electronic calendars

Maintain appearance and cleanliness of the

tutor room

Support House activities by organising and motivating your students

9.25 Tutor’s Daily Routine (Middle/Senior School)

Tutor commences at 10 25am each morning except Fridays following Period 2

Tutor Group commences with a group prayer, guidelines and prayers may be found in the planner, or assistance may be sought from the Direct of Spirituality or you may choose quiet reflective time of thanks and preparation After prayers, take the roll and absentees should be recorded in SEQTA

Read the morning notices relevant to your group and having done that, pin the notices up on a classroom noticeboard, being sure to exclude any notices to staff

During the week, you should sign every student’s planner. Set aside a specific day. When signing the planner, please check the following:

That the absentee notes have been signed by parents if necessary;

Whether or not any homework slips have been signed; That the student is using the planner properly with regard to recording work, time spent studying and test results;

That the planner is free of graffiti, especially on the front cover; and Whether parents/teachers have sent notes in the planner and if so, whether or not action is required on your part

The room should be checked on a regular basis so that any incidence of vandalism or graffiti is discovered quickly, and any breakages reported to the Head of the Learning Area and the teacher who uses the room An attempt has been made to give teachers greater ownership of rooms This should enable the detection and repair of damage to be carried out more efficiently

Damaged furniture should be reported immediately by filling in a Maintenance Request via Staff menu on the Portal If there is any risk or hazard associated, this should also be reported via the Portal/Staff links/Complispace Forms/Safety Incident Form

Try to get to know your students and their life at the College Any boys not involved in discussions with you should be quietly preparing for the coming day

9.26 Secondary School Bell Times and

OtherActivities

Detention Monday to Thursday 3.30 - 4.30pm

Saturday 100 - 400pm

9.27 Junior School Bell Times

9.28 House Structure

The College has 12 houses, 4 each in Junior, Middle and Senior Schools The students and staff members are assigned to one of the 12 houses

The House System aims to accommodate student needs; to be known and recognised, to be encouraged to contribute, to experience success and feel safe.

The House System aims to accommodate student needs; to be known and recognised, to be encouraged to contribute, to experience success and feel safe.

S e n i o r S c h o o l

J u n i o r S c h o o l M i d d l e S c h o o l

9.29 College Worship

Each tutor period should commence with a prayer Tutors need to ensure prayer opportunities are adequately provided. Prayers are contained in the School Diary, or assistance from the Director of Spirituality is available Often the best prayers are those which are created by the students themselves

Mass is conducted every Thursday morning commencing at 800am in the College Chapel Each House is rostered to take responsibility for the liturgy, the music and assistants for a scheduled Mass Staff and Students can attend Mass any Thursday with encouragement being given to attendance by students attached to the host House.

9.30 Lockers

Lockers are provided for Secondary School students to secure student’s possessions Students are to place their school bags, sports bags and any other necessary equipment in their lockers and access them at class breaks only Before school, recess and lunchtime are the times when students organise their books and files for the following period. No bags are to be taken to class sessions.

Prior to PE class students may access lockers for sports gear and return clothes to their locker before attending the next class ICT Devices have specific requirements in relation to storage These requirements can be accessed on the Portal. Junior School student’s bags are kept in an allocated area inside each of the classrooms Students are not able to access their bags during breaks

9.31 Student Illness andAccidents

The Health Centre is primarily for the care of boarders Day students and staff will be assessed and treated in the event of an injury or illness sustained when under the care of the College College Boarders may be seen before school, break A & B and after school. Students will be seen during class time ONLY if it is an emergency e g trauma or injury, an Asthmatic episode or a diabetic student is feeling ‘unwell’

Nursing staff will contact the student’s parent/s if he needs to go home or for further medical assessment and treatment When a teacher is confronted by a situation where a student has sustained an injury requiring medical treatment, the College Health Centre should be contacted immediately. On sporting occasions all PSA schools have either a Sister or Medical Officer on duty. The College Health Centre is contacted on ext 608

9.32 Junior School Student Health and Wellbeing

When a student reports he is feeling ill, he should be sent to the Junior School Office and parents contacted

9.32.1 Biting

Occasionally a biting incident may occur within a classroom setting Usually children of school age have the communication skills necessary to relate their needs without biting

Biting can be a normal developmental stage for young children up until the age of about three It does remain a serious incident that requires careful and sensitive management.

In the event of a biting incident occurring, we will endeavour to respond immediately Any first aid measures that are required will be implemented and the victim will be consoled and cared for. The student who has bitten will be reminded that this behaviour is not acceptable and that they are not allowed to hurt their friends Both parents will be notified about any biting incidents If the student is observed continually biting, an action plan will be implemented immediately Parents will be notified and involved in the development of strategies. It is most important that we support children through such times with care and understanding

9.32.2 Cleaning Procedures

Classrooms, including furniture and equipment, will be regularly cleaned and maintained.

Tables - wiped over after each use

Rooms and furniture - cleaned daily

Musical equipment (whistles/ flutes) - medicated wipe after each use.

Handwashing is an effective way of preventing the spread of infection Before handling food, after playing outside and after going to the toilet are times during the day when students will be reminded to wash their hands. Information about the correct hand washing procedure will be displayed for students to see Staff will also model good practices and provide instruction on the effective way to maintain cleanliness When water is not available hand sanitiser may be used as an intermediary measure Students will be taught hygienic practices including dental care, coughing, and sharing food both explicitly and within a holistic approach.

9.32.3

Healthy Eating

Throughout the day fresh fruit and vegetables will be made available to the students via the Canteen Food safe practices will be followed when preparing the food Hygienic practices will be explicitly taught and monitored as part of everyday practice.

Students will be encouraged to select food they enjoy and eat it as they require Drinking water often and at specified times will also be encouraged Parents are to provide morning tea and lunch and we encourage healthy eating choices during these times.

9.32.4

Infectious Diseases and Illness

In case of infectious disease, the parents must inform the school as soon as possible The College will then inform all staff and parents so that children can be checked by their caregivers for symptoms A student with an infectious disease may not return to school until fully recovered and with a medical clearance

To ensure the best possible management and care for all children, and to avoid cross contamination we ask that if any of the following are present parents do not send children to school and take him to a practitioner to be advised if he is at risk of infecting others: inflammation or sticky eyes i.e. conjunctivitis persistent green or yellow nasal discharge diarrhoea or vomiting unusual skin rashes fever at 38 degrees Celsius or above persistent pain

If a child has suffered from vomiting or diarrhoea at home, he must not attend school until the symptoms have ceased for 24 hours.

9.32.5

Immunisation

At enrolment, evidence of immunisation records was requested It is the families’ responsibility to ensure that immunisation is up to date. Parents must provide updates to immunisation records. Prior to commencing school there is an immunisation schedule that needs to have been completed

At the age of four years Diphtheria, Tetanus and Whooping Cough (DPTa) Measles, Mumps and Rubella (MMR) and Polio (IPV) are required as part of the schedule. We ask that parents provide us with a written update once this has been completed If a child is not immunised parents are required to provide us with proof of a Conscientious Objection Form

9.32.6 Medication

There may be times when a doctor’s prescription includes medication that needs to be administered during school hours In such cases a verbal as well as written communication with staff is requested. The date and time for administering medication must be included in the written consent along with dosage, frequency and parent’s signature.

Medication must not exceed the use-by date and must display the student’s name It will be stored appropriately according to the package guidelines. If a student has a temperature of 38 degrees Celsius or above a parent will be contacted to collect the student We will not administer paracetamol

9.32.6 Medication

There may be times when a doctor’s prescription includes medication that needs to be administered during school hours In such cases a verbal as well as written communication with staff is requested The date and time for administering medication must be included in the written consent along with dosage, frequency and parent’s signature.

Medication must not exceed the use-by date and must display the student’s name It will be stored appropriately according to the package guidelines If a student has a temperature of 38 degrees Celsius or above a parent will be contacted to collect the student. We will not administer paracetamol

9 32 7 Minor Accidents

In the event of an accident occurring, a staff member will provide appropriate first aid and comfort the student We will endeavour to inform parents of such an occurrence upon collection of their son If required contact will be made to parents via telephone and the option to collect their child from school made available to them

9.32.8 Serious Accident

In the event of an incident requiring emergency medical attention an ambulance will be called, Aquinas College Health Centre contacted, and parents notified

If there is a Student Emergency Action Plan in place the procedures on this document will be followed The College will aim to have a first aid qualified educator on duty at all times

9.32.9 School Visitors

All adults who are employed or engaged through the College will be required to present a working with children safety check or clearance On arrival at the College all adults must sign in at the front office and will be given a visitors pass

9.32.10 Soiling of Underwear or Clothes

A staff member will assist a student if he has soiled himself Accidents sometimes happen and a private place will be made available for changing and or washing if necessary. Every effort will be made to notify parents upon collection of their child if clothes have needed to be changed

9 32 11 Sun Protection

A healthy balance of sun is required and is important for development. Staff will ensure students are wearing a hat at all times when playing outside Students are required to wear hats outside all year round Sunscreen is available for students to apply if required Staff will assist students to be responsible for their own sun protection.

Staff will act as good role models in this practice by wearing hats, sunscreen and promoting the use of shade Staff strongly advise parents to apply sunscreen to their child before school

9.33Academic Matters

9.33.1 Assessment and Reporting

Assessments and reporting are conducted each term The Middle School receive a Term Report on all subjects each term while in the Senior School a Progress Report is produced for each year level in Terms 1 and 3 as well as a Semester Report at the completion of Terms 2 and 4 with the exception of Year 12 students who receive an Academic Statement at the completion of Semester 2.

Parent/Teacher Interviews are conducted each year at the beginning of Term 2 and beginning of Term 3.

Junior School: Reporting occurs as an interim report at the end of Term 1 and a semester report for Semester 1 and 2 Compulsory Parent/Teacher/Student interviews take place at the end of Term 1, 2 and 3. All new students to the school have a meeting with the teacher upon enrolment or soon thereafter.

9.33.2 Curriculum

Curriculum can be regarded as the total school directed experience during schooling The Catholic School’s understanding of curriculum is dynamic, for it ‘considers human knowledge as a truth to be discovered’. It believes learning to be a life-long process.

The curriculum of the Catholic School, its entire learning environment, aims to encourage and set its students on the life-long path towards truth

It enables students to assimilate skills, knowledge and moral and social attitudes, all of which contribute to students’ personalities and lead them to take their place as active members of the human community

Human knowledge includes values The Catholic School curriculum therefore teaches students to reflect critically upon all they learn from the perspective of Christian values

Being committed to the total development of the student as an integrated human being, the Catholic school seeks to develop in students, their religious potential through the curriculum and life of the school, especially through religious education The Religious Education curriculum provides direction within which the Catholic School develops inter-disciplinary teaching and learning programmes, while maintaining the integrity of particular learning areas

Curriculum offerings can be found on our community portal, academic tab - course outlines

9.34 Homework Guidelines

Senior School

Homework provides an opportunity for students: to consolidate, by further practice, work already discussed and taught in school to develop sound and consistent habits of independent study based on personal self- discipline away from the regulated routine of school to undertake private research and extend reading to revise schoolwork studied already and to commit basic principles to memory by rote learning to prepare for new topics to reflect upon learning and identify understanding and concept development

Without a sound pattern of study, academic success is more difficult Work done at home is important to progress and becomes steadily more so as a student proceeds through the school

The nature of homework will vary from subject to subject across Learning Areas and from Year to Year

Middle School

The Middle School has a Home Study programme where students are allocated a Homework Task each night The Homework Task is subject specific and is only given for the Core subjects of English, HASS, Religion and Science

The length of the task will vary between 30 minutes and 1 hour depending on the year group. Maths sits outside this with a regular 15 minutes of Maths homework given each day Each Homework Task is designed to be purposeful and will either include a revision task or cover an area that is currently being studied in class.

All Homework Tasks need to be handed in the following day and some (usually three a term) are marked and used as part of the term grade Without a sound pattern of study, academic success is more difficult. Work done at home is important to progress and becomes steadily more so as a student proceeds through the school

Junior School

Homework in the JS is not seen as compulsory and is negotiated between students and parents dependant upon their needs Reading and maths facts are compulsory and should be completed each weeknight Student diaries include information pertaining to nightly homework

9.34.4 Prizes and Awards (Secondary School)

Academic prizes and awards are intended to recognise the effort and expertise of students with their studies Details of the various recognition methods and awards at the College can be found on the portal.

9.34.5 Student Placement and Changes

The processes involving the selection of/or change of subjects for secondary school students are the responsibility of the Head of Teaching and Learning in partnership with the relevant Head of School. Proposed changes will always be the subject of discussion between the relevant Head of Learning Area and the teacher involved

At Year 10 level, a comprehensive course counselling process is undertaken during Semester I. Whilst every endeavour will be made to accommodate individual choice of subjects, some restrictions may be imposed by the timetable in Years 11 & 12

9.34.6 Student Leadership

Student leadership provides a vehicle for student ideas, concerns and opinions about relevant College matters to be expressed to staff, College Leadership Team and even other students in the College It gives students the opportunity to initiate and execute activities that will add to the quality of student life.

PARENT COMMUNICATIONS PROCESS

ACADEMIC MATTERS

TEACHER

HEAD OF LEARNING AREA

DIRECTOR OF INCLUSIVE EDUCATION AND/OR HEAD OF ACADEMIC STUDIES

VICE PRINCIPAL

PRINCIPAL

SOCIAL/EMOTIONAL OR GENERAL MATTERS

TUTOR

HEAD OF HOUSE

COLLEGE PSYCHOLOGISTS AND/OR HEAD OR SCHOOL

9.35 Book Hire Procedure

Throughout the year students will be issued with textbooks and materials from the College Book Hire Scheme. This scheme enables students to have access to a wide range of text and reference books at minimal cost to them and their parents

9.36 Bullying and Harassment

Bullying and harassment is not tolerated at Aquinas College

Everyone has the right to feel safe at all times. Students must be encouraged to tell someone if they or their friends, or anyone else in the Aquinas Community is being bullied - we do not tolerate bullying

Definition

The following definition should be referred to when identifying bullying: ‘A student is being bullied or victimized when he or she is exposed repeatedly and over time to negative actions on the part of one or more students’ (Olweus, 1993)

9.36.1 Behaviours that do not constitute bullying include:

Mutual arguments and disagreements (where there is no power imbalance)

Not liking someone or a single act of social rejection

One-off acts of meanness or spite

Isolated incidents of aggression, intimidation or violence

However, these conflicts still need to be addressed and resolved (National Safe Schools Framework Resource)

9.36.2 Strategies for Parents and Students Dealing with Bullying

Be alert to any signs of distress or anxiety, unwillingness to attend school, missing equipment, damaged clothes or bruising, and contact the school if you have concerns

Communicate closely, frankly and regularly with your son’s Tutor or Head of House if you are concerned about any possible bullying

Continue to take an interest in your son’s school activities, encourage him to talk to you about school

Reinforce that responding in a similar way to how your son has been treated is an inappropriate response to bullying

General Advice for Students:

1 Don’t engage in any bullying behaviour

2 If you see bullying happen, be prepared to take action to stop it or at least report it You cannot be neutral on bullying issues – a passive bystander only condones the action of the bully.

3.If you are bullied, tell your attackers to stop, or try to walk away from the situation.

4 No matter how you respond to being bullied, if you are bullied do not assume it is your fault or that no one cares or wants to know about it

5.You could:

Talk to a trusted teacher or friend

Talk to your parents

Tell a Peer Support Leader or Prefect

Tell someone about it.

9.36.3 The College approach to Dealing with Bullying

Anyone who is bullied or who witnesses an incident of bullying behaviour should report the incident no matter how minor and follow the procedures below.

As a student you should do one or more of the following:

As a student you should do one or more of the following:

Report immediately

Tell your Tutor or Head of House

Talk to a parent or responsible adult (at home or school)

Talk to a trusted teacher or friend

Tell a Peer Support Leader or Prefect

Report it on AC Lads (on Portal under Pastoral Care

Come and speak to or email your Head of School

Email or visit the College Psychologist or College Chaplain

Tell someone about it

As a parent:

Discuss the situation with your son’s Tutor or Head of House as soon as possible (even when your son asks for you not to report it to the College)

Report it on AC Lads

As a boarder:

Report to the House Director of Boarding (preferred option) or House Masters

Email or visit the Head of Boarding

Talk to your House Mother or Nurse

Report to any staff member you feel comfortable to tell

Talk to a Peer Support Leader or Boarding Captains

As a teacher:

After ensuring the safety of the victim, discuss the incident with the student’s Head of House. All reports of bullying will be investigated by the Head of House The nature and extent of the investigation will depend upon the nature of the behaviour and its seriousness

As far as is reasonably possible the investigation and its outcome will be kept confidential although parents of students involved will be informed.

9.36.4 Reporting

All reports of bullying will be investigated by the Head of House in the Secondary School and the Classroom Teacher in the Junior School. The nature and extent of the investigation will depend upon the nature of the behaviour and its seriousness

As far as is reasonably possible the investigation and its outcome will be kept confidential although parents of students involved may be informed.

9.36.5 Agencies and Youth Counselling Service

wwwheadspace org au wwwmoodgym anu edu www.reachout.com.au wwwyouthbeyondblue com wwwbullyingnoway com au wwwreachoutcentral com au

9.36.6 Please Report

It is important for a student not to remain silent if they are being bullied They must talk to someone

Members of their own family must represent one of the key resources for help in this matter Remember if we do not know that we cannot act

I am respectful.

I am not disruptive to others. I do not answer the teacher back.

I listen and stay on task when learning.

I do not damage property.

I do not hurt other students with words or actions.

I use technology appropriately.

I am truthful in my words and actions.

9.39 Culture

Culture at Aquinas is a vital part of the educational experience. Students are strongly encouraged to be involved in the College cultural programme Cultural experiences are not ends in themselves but rather opportunities for students to extend their gifts and talents in developing a holistic educational experience.

The commitment of the students to their cultural pursuits is critical as such commitment is to all other aspects of their educational responsibilities Some elements of the cultural programme are extra curricula and demand of students and staff time and energy.

Staff are encouraged to be involved in the College cultural programme as an avenue to fulfil their responsibility to the enhancement of an Aquinas education for the students

The cultural programme includes: Music, Drama, Art, Instrumental Music tuition, College Production, Music and Drama Recitals and Debating

9.40 Honours and Colours Guidelines

The College recognises students who have excelled in various areas of College life by issuing Symbols, Colours and Honours.

9.43 Peer Support Programme

The Peer Support Programme is a series of social skills activities that complement many areas of curriculum and policy as Aquinas.

In the Junior School the peer support programme is designed for students in Years 4-6 and run each term to build vertical network of support and friendships.

Year 10 student mentors work with Year 7 students and Year 11 student mentors work with Year 8 students to help them:

To adjust easily to a new class and school,

To resist peer pressure to behave anti-socially,

To develop responsibility, self-confidence and leadership qualities,

To learn ways of relating positively to others,

To contribute to a spirit of community.

Overall, the role of the Peer Support Programme is to help Year 4, 7 and 8 students feel happy, secure and confident about themselves and their new school. Details of the programme can be found on the portal.

9.44 Permission to Drive/Carry Passengers to and from School

Any student who wishes to drive a vehicle to school must apply to the Head of Senior School

Permission would normally be granted only where alternative transport proves to be inadequate Students wishing to carry passengers may do so only after they have driven for one complete school term and have gained formal permission from the parents of both the driver and the passenger and received permission from the College.

9.45 Socials

Currently Aquinas organises one social annually, per Year group Boarders often attend the socials at other schools when formally invited Day students may attend socials conducted by girls’ schools only after confirmation from the host school that an individual invitation has been issued.

It is expected that while respecting issues of confidentiality, the Heads of House, Head of School, Tutor, Psychology Staff and Health Centre Staff, share information likely to affect the risk position of any student All referrals for students counselling outside the school are to be made only by the College Psychologist, Head of School or Vice Principal. Please refer to page 35 of the Student Diary for further information.

9.49 Use of Diary

The student diary has many functions amongst which are: a means of organising the student recording homework to be completed planning study sessions recording of activities in the near future allowing tutors and other staff to monitor a student’s workload and progress a means of communication with parents

Please ensure that you actively encourage all students to use their diaries effectively

9.50 Uniform Regulations and Grooming

All students are required to comply with the College uniform and grooming regulations Uniform regulations apply to school uniform and sports uniforms Details of the regulations are set out in the student planner and on the portal.

9.51 Lost Property

Any possessions or clothing found on the school property will be held at the Uniform Shop

Any item of clothing which is found should be taken to the Uniform Shop or put in one of the appropriate Lost Property bins Any items not claimed will be forwarded to an appropriate charity or on sold by the Uniform Shop.

9.52 International Students

Aquinas College is registered to accept international students under the Education Services for Overseas Students (2000) Act – ESOS As a result of this registration there are a range of obligations that the College has relating to international students who are enrolled at Aquinas The Aquinas College policy in this area and the ESOS framework are on the College portal for those who have overseas students in their class so that those obligations can be met

Workplace safety encapsulates the safety and health of staff, students, volunteers and visitors to the College. Every staff member has a responsibility for their own personal safety and the safety of students, other staff members, volunteers and visitors within their work areas.

In Western Australia workplace safety is regulated by the Occupational Safety and Health Act and Regulations The Act and Regulations set out employer and employee responsibilities and specific requirements that apply to workplaces within WA.

10.1 OSH Representatives and Safety Committee

The Regulations also outline the process for election of work area Occupational Safety and Health (OSH) Representatives and workplace Safety Committee The Aquinas College workplace has identified five discrete work areas for the purpose of managing workplace safety and electing OSH Representatives:

Junior School

General Teaching and Administration

Science, Boarding and Dining

Grounds and Maintenance

Design and Technology

Each OSH Representative is also a member of the College Safety Committee as an employee representative. The Safety Committee is chaired by the Principal.

The Safety Committee meets each month during a school term to review safety issues and statistics, providing suggestions and recommendations to College management, if appropriate

Please contact the Head of Human Resources for any Workers Compensation queries.

10.2 Safety Reports

All injuries or harm to a staff member should be reported via the ‘Injury Report’ form on the College Portal/Staff/Links/Complispace Forms/Incident Report A report should be submitted even if no medical treatment is required

Where a student is injured or harmed, the staff member supervising the activity or is responsible for the student’s welfare at the time is to submit the Injury Report

On occasions where a staff member is injured and unable to submit an Injury report, their supervisor is to submit the report on their behalf.

Each Injury Report will be assessed by the work area OSH Representative and/or person in control of the work area (Workplace Controller) and reviewed to determine what actions should be taken to prevent a recurrence, where appropriate.

It is important to understand this process is not about apportioning blame, it is about seeking ways of preventing accidents from recurring

10.3 College Safety Policy

For further information regarding safety in the workplace, please refer to the College’s Occupational Safety and Health Policy, which can be access via the College Portal

11.3 Invitations extended to Guests/Visitors

Any invitations to guests/visitors to College or staff functions must have the approval of the Principal. All such invitations are sent from the Principal’s Office.

11.4 Finance and Business

Edmund Rice Education Australia (EREA) is the network of schools, entities and offices offering a Catholic education in the tradition of Blessed Edmund Rice Aquinas College is one of these schools

Established by the Christian Brothers in 2007, EREA governs the schools owned by the Brothers at that time, as well as schools established since then EREA has its own canonical and civil identity but remains closely connected to the Christian Brothers and their ongoing ministry

EREA as a whole is, the body corporate Individual schools do not have a separate identity under either civil or canonical law Individual schools shall not take out loans, sell or buy land, engage in legal action or perform any action that must be performed by a legal entity without the authority of the EREA Executive Director.

Aquinas College is responsible for ensuring it complies with accounting policies and procedures as set down by government legislation, EREA and the Aquinas College Board This requires Aquinas College to comply with the regular reporting requirements of Federal and State governments in respect to schools, the Australian Taxation Laws, most of the Australian Accounting Standards and all of the accounting policies and procedures set down by EREA and the Aquinas College Board and Management.

As a school Aquinas College is a not for profit entity and does not distribute profits to shareholders or other entities The College strives to break even on an annual basis by meeting its costs on an annual basis and ensuring that it has planned to meet its maintenance and capital development costs into the future

Aquinas College can be classified as a medium sized business with a student base in excess of 1,400 boys and parents and guardians numbering approximately 2,750. The College pays in excess of 400 staff on an annual basis and has a budgeted revenue in excess of $35 million, which is matched by expenditure of the same quantum Included in the above are the staff and students related to boarding. The College has approximately 200 boarders at any time.

The College has two main sources of income being Federal and State grants and income from parents At Aquinas College, approximately 70% of income is derived from parent income Salaries and wages and related costs constitute approximately 65% of the total expenditure of the College Other expenditure relates to items such as subject expenditure, boarding running costs, utilities, administration, grounds, maintenance, security costs, etc

Aquinas College has a magnificent site and numerous buildings which have both significant commercial and historical value. The upkeep of these buildings represents a major cost to the College

Most significant refurbishments and new buildings are financed by the College taking out loans and therefore the College caries debt at all times. These loans are then repaid over periods varying from 10 to 20 years

In order for the College to meet its legislative and governance requirements, all staff are required to meet the procedures as set out on the portal under general/staff/procedures. Please ensure that you have read these and understand them If you have any queries in regard to these procedures, please contact the Director of Finance or Dean of Business and Finance

11.5 Information Communication Technology

11.5.1

ICT Devices and Use

Teaching staff who are employed on a permanent full time basis at Aquinas College will be provided with a computer device which the College perceives as appropriate to carry out their responsibilities at the College Non-Teaching staff who are employed on a permanent full time basis at Aquinas College will be provided with a computer device appropriate for their use at the College if the College perceives that a device is required to carry out their responsibilities

11.5.2

ICT Use by Staff Policy

Please refer to the College portal for the ICT Use by Staff Policy. Breach of the college policy may result in disciplinary action.

11.5.3

Device

The College expects staff members to use College devices safely as per its specific purpose and as instructed. Please ensure that the device has a password for access and a time limit on non-use of the device The device should be stored safely in a locked cupboard or room when the staff member is not present Please do not leave the device in your vehicle when unattended The College provides a carry bag please use this when transporting the device.

11.5.4 ICT Helpdesk

The ICT Helpdesk is your central point of contact for reporting all ICT related problems You may contact the help desk regarding computer, software and printing issues To contact please dial ext 320 or email helpdesk@aquinas.wa.edu.au

11.5.5 Copying Files and Software

Software may not be loaded on to any College devices without prior written consent from ICT This includes downloading files from the internet

11.5.6 Storage of Files/Data

All College data must be primarily stored on the College servers with no data is to be stored on the local hard drives of a College provided device. Please be aware that the College does not backup individual devices

The College requires all information to be saved on one of the College’s network drives and your Head of Learning Area will be able to provide you with guidance on the appropriate drive to use for your specific role The College requires staff members to refrain from saving data or information on any other platform/device including their computer hard drive, USB devices, portable devices, hard drives or in the cloud

Additionally, under no circumstances should confidential information to be transferred or copied from the College’s servers, this includes copying information to the local hard drive of the device and/or any cloud storage service and/or any transportable device.

11.5.7 Personal Use

ICT is primarily to be used for Aquinas College work related purposes and personal use should be kept to a minimum Staff are required to use email and internet systems in compliance with the College’s policies and procedures.

11.5.8 Monitoring / Logging / Recording

Staff members must be aware that the College logs and records all use of the College device and network services including internet use Inappropriate use the device may result in disciplinary action and the logs and records used as part of evidence in this actions

11.5.9 Knowledge Management

Shared folders are an important aspect of knowledge management and sharing information at Aquinas Access to the shared folder is subject to the designated Head of Department’s authorisation

11.6 Operations and Facilities

Aquinas College has a beautiful site of approximately 62-hectares, with over two kilometres of water frontage, overlooking the Canning River.

The campus includes the bushland of the Mount Henry Peninsula, a large number of college buildings and sporting facilities. The upkeep and management of these facilities requires a significant amount of commitment, time and resources

The College requires that all staff demonstrate respect for facilities and equipment provided by using equipment safely as instructed and according to its specific purpose and utilising college facilities in a responsible manner

Please refer to the procedures in respect to operational issues on the staff portal

11.6.1 College Alarm/Security

The Operations Emergency phone number is 0400 229330 This number is staffed 24 hours a day and is for emergency use only

In the event that you set off the College alarm please ensure you call (not text) the emergency number provided above If the person On-call does not answer or the phone goes to message bank please call back in a few minutes On-call personnel are not always based on site

You can find the Emergency Procedure information here The information is located under Staff Documents on One Note The siren sounds, muster point locations and staff roles are included

Therefore, out of courtesy and consideration, it is imperative that the emergency number is contacted in such an event, otherwise there will be a requirement for on-call personnel to attend to the activated alarm You may find it useful to save this number in your mobile phone, particularly if as part of your role, you are required to access the College buildings outside of normal operating hours.

11.6.2 End of day Classroom Procedure (Teaching Staff)

At the end of each school day the College requires teaching staff to secure the classroom that they used to conduct their final timetabled class of the day.

Specific required activities include:

Close all windows;

Switch off lights, projectors, fans and/or air-conditioners; and Ensure classroom is tidy, with litter and rubbish placed in bins provided

It is expected that teaching staff take the time to familiarise themselves with the classroom schedule each day to ascertain if the room they use will be used subsequent their class In the event that they are the last to use the classroom, they are required to secure the classroom as specified above If you are unsure if you are the last person using the room, please ensure you undertake the tasks listed above as final timetabled class of the day

It is important to note that if windows are left open, wind movement can result in the College alarm system being set off requiring in On-call personnel to attend to the activated alarm

11 6 4 College furniture and equipment

Should you wish to utilise college equipment or furniture for temporary purposes, the College requires you to place your request with the applicable staff member responsible for the equipment E g Sports equipment – Director of Sport On completion, equipment and furniture is to be returned to where it is normally stored

11.6.5 Facilities/Maintenance Request

Should you requi your request usin Maintenance Re

11.7 Catering

10.7.1 Catering

The College is for catering facility o that the primary r is to ensure that Thereafter, the ca

The Catering Form MUST be submitted 21 days prior to your event. The form can be found on the Portal via College Handbook/Documents and Forms/Event – Catering Request Form

Staff members are requested to take into account that the Services Staff responsible for function set up and disassemble, work from 7.00am to 3.00 pm. Should the facilitation of a function require Services Staff to be available outside of these hours you are required to place your request with the Business Manager at least 4 weeks prior to the event

Please could you endeavour to ensure that multiple functions are not scheduled on one day, by referring to the College calendar This assists the Services Department in ensuring they can meet the needs of staff

11.7.2 Functions

If staff members require specific equipm holidays or the setup of a function a Fun request any tasks verbally or by email.

The Function Form MUST be submitted 2 your event The form can be found on th College Handbook/Documents and For Function Request Form

In respect to the booking of venues plea enough time has been allocated for setu disassemble of the venue For guidance timeframe estimates, please liaise with t Manager on 666

Venues are booked using Outlook Pleas book the space for your function as earl

11.7.3 Front and Back Gate Opening Times

If staff require the Mount Henry Road or Redmond Street entry gates to be open outside of the hours set out below, please complete a function request form and follow the function request procedure set out on the College portal.

School Term Dates - Weekdays

Mount Henry Road 500am until 930pm

Redmond Street 415am until 6 30pm

Roundabout Gate 5.00am until 6.30pm

School Term Dates - Weekends

Mount Henry Road 5.00am and 9.30pm

Redmond Street 4.15am until 6.30pm

Roundabout Gate 500am until 6 30pm