Aquinas Staff Handbook

A Catholic School for Boys in the Edmund Rice Tradition

CRICOSCode:00428E

Welcome on board

We are delighted that you have decided to join Aquinas College, a Catholic School in the Edmund Rice tradition.

As a staff member of Aquinas College (the College), you are a very important member of our team and we want you to share in our journey to educate boys to become the men the world needs

We believe education is the most important issue in the world today and at Aquinas College, our students receive a holistic education that encompasses academic studies, sport, culture, character and community service. While these elements are important within themselves, their true value lies in helping our students discover and develop their inner spirit and strength of character Learning about themselves, and the difference they can make, is as important as what they learn inside the classroom

We believe success is not what they become, but who they become We enable boys to reach their full potential for themselves, and to become valuable members of society

Each student’s journey within the school is sacred as it involves building a relationship between intellectual development, personal and physical growth and spiritual life. We celebrate the individual, while recognising and promoting teamwork and leadership.

1.1 Join us on our journey

We depend on your skills, knowledge, ability and commitment to help us to deliver the highest quality education to our students

To achieve this and to continue to build upon your existing abilities, we will work with you to help you exceed all performance barriers This is a partnership between you and Aquinas College and our continued success depends on your success

At the start of this journey, it is understandable that everything may seem very new to you and we hope this Staff Handbook will explain what the College expects from you and what you can expect from the College You are welcome to ask questions and gain further clarification Questions regarding policies and procedures can be raised with your line manager at any time during the course of your employment

1.2 Who We Are

Aquinas College is a Catholic school for boys in the Edmund Rice tradition It acknowledges the significant contribution of the Christian Brothers to its rich tradition since 1894

Aquinas College is a member school of Edmund Rice Education Australia Colleges Ltd (EREA) and as such, the EREA Charter is a guiding document to the College’s purpose The Charter identifies four touchstones linked with the charism of Blessed Edmund Rice and which underpin the ministry in Aquinas College

These touchstones of offering a Liberating Education, based on a Gospel Spirituality, within an Inclusive Community committed to Justice and Solidarity, guide College direction and define goals, following Blessed Edmund’s example

The Aquinas College motto - ‘Veritas Vincit’ (Truth Conquers) - is at the heart of the College

We acknowledge the Aboriginal and Torres Strait Islander Peoples of Australia as the Traditional Owners and Custodians of the land of our schools We are inspired and nurtured by their wisdom, spirituality and experience We commit ourselves to actively work alongside them for reconciliation and justice We pay our respects to the Elders; past, present and future As we take our next step we remember the first footsteps taken on this sacred land

1.3 Our College Vision

Founded in values espoused in the Gospel, Aquinas College seeks to transform the hearts and minds of students through education to build a more just and inclusive local and global community through presence, compassion and liberation

1.4 Our College Purpose

Aquinas College’s purpose, in partnership with parents, is to provide a Catholic education for boys in the Edmund Rice tradition

1.5 Our College Values

Education is an experience, one steeped in three key touchpoints that affect relationships, behaviours and deliverables Our values of Character, Faith and Excellence encourages students to question their beliefs, capabilities and expectations in order to mold them into the good men they can be

Faith in action. We journey in our faith and express it by living the Gospel Values through life and prayer

Character in life. We enable our students to understand, care about and act on core ethical values such as respect, justice, civic virtue and citizenship, and responsibility for self and others

Excellence every day. We strive to challenge our College community by focusing on holistic success and the facilitation of opportunities for boys to achieve

1.6 Our People Philosophy

At Aquinas we believe that all staff members regardless of position or title add significant value

For the College to provide education excellence, it recognises and values the talent and abilities of its staff and seeks to foster an open, cooperative environment, where the individual and the organisation together can thrive Our culture is based on the principle that all are welcome so that they feel they belong

As an equal opportunity employer, the College is committed to providing a work environment whereby all employees are treated fairly 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

Working at Aquinas College

2.1 Contract of Employment

Prior to commencing employment with the College you will have received a Contract, outlining the terms and conditions of your employment This document in conjunction with the Teaching or Non-Teaching Roman Catholic Enterprise Bargaining Agreement (EBA), depending on your appointment, details the explicit terms and conditions that govern your employment with the College

You are required to acknowledge your acceptance and understanding of the terms and conditions of your employment as noted on your contract, via the College’s online onboarding system.

2.2 Personal Details

When you commence employment we will require you to provide:

A completed and signed Australian Tax File Declaration; National Police Clearance; Working with Children Check;

A completed Personal Details and Emergency Contact Details form;

Details of your chosen Superannuation fund; and

Original qualifications certificates and/or transcripts (for photocopying)

2.3 Staff Member Benefits

These are some of the great employment benefits available to College Staff Members:

Remuneration in keeping with the Catholic Education structure

Excellent working conditions with access to exceptional contemporary resources

Pristine and convenient location

Free on-site parking

Salary packaging options

Discounted tuition fees’

Deferred salary program

2.4 Probationary Period

Professional development opportunities

Occasional additional leave days, provided at the discretion of the College

Employee Assistance Program

Social and connected workplace environment

Focus on employee well-being

Admin staff received gifted leave days on Easter Tuesday, August EXEAT Monday and between Christmas and New Year

All staff members commence with the College on probation The minimum length of the probationary period is detailed in your Offer of Employment

Depending on the nature of your appointment, further details relating to Probation Periods are contained in the relevant EBA This period enables you and the College to evaluate if the appointment is meeting expectations

2.5 Induction

During your initial orientation when you commence with the College and your ongoing induction throughout your probation period you will receive relevant information about the College, its policies and procedures in addition to meeting and getting to know your new colleagues You can find the College Policies and Procedures here

2.6 Staff Members Accountabilities

support the Edmund Rice Charism, Edmund Rice schooling, Catholic ethos and the College Mission;

perform specific role accountabilities in alignment with their position description, the Edmund Rice Education Australia Code of Conduct, the College values, policies, procedures and guidelines; attend internal and external meetings relevant to your role and your accountabilities;

2.7 Statutory Requirements

promote, either directly or indirectly, of the religious instruction and the formation of students in accordance with the directives and the requirements of the Catholic Education Commission and the Bishop of the Diocese; adhere to directives issued from time to time by the Edmund Rice Education Australia, Catholic Education Commission of WA, the Curriculum Council and/or the College; and participate in the College’s co-curricular programme relevant to your role

Staff members working at the College, in alignment within t Education system, are required to meet certain requiremen

The costs associated with obtaining and maintaining each o responsibility of the individual staff member

2.7.1 Australian Work Rights

The Australian Federal Government requires that persons seeking employment in Australia are required to demonstrate they have the appropriate work rights

To ensure compliance with legislation, the College is required to gain confirmation that each staff member employed by the College can demonstrate this right, by providing one of the following documents:

Australian birth certificate

Australian passport

Australian citizenship

Australian visa with applicable work rights

2.7.2 Working with Children

Prior to commencing employment, all new employees, including employees moving within the West Australian Catholic education system shall either undergo a Working with Children Check or provide a valid Working with Children card to the College This is in compliance with State legislation and regulations Employees under 18 years of age do not require a Working with Children Check.

As a Working with Children card is valid for three (3) years, it is important to note that it is the responsibility of each staff member to ensure they obtain and maintain a valid Working with Check Card whilst employed by the College and provide the College with a copy of same

Furthermore, it is the responsibility of each staff member to ensure the College is informed when expiry of Working with Children card is imminent Should your card expire without renewal, you could be in breach of the terms and conditions of your employment

2.7.3 Police Clearance Teaching Staff

Prior to being employed, all staff members are required to obtain a National Police History Check through the Western Australian Department of Education However, for teaching staff, a current Teachers Registration Board (TRB) registration number shall be provided in lieu. Prospective teachers that have arrived in Australia within the last 12 months shall comply with the following additional police clearance requirements: Provide the College with a Police Clearance issued by the teacher’s country of origin within the last 12-month, preceding the staff member’s appointment Documents are to be in English and certified as a true copy

Non-Teaching Staff

Prior to being employed all new non-teaching staff members, aged 18 years and above, including those moving within the Western Australian Catholic education system, shall provide a current National Police History Check through the Western Australian Department of Education

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

2.7.4 Teachers Registration Board (TRBWA)

To teach means to undertake duties in an educational venue that includes: the delivery of an educational programme designed to deliver a prescribed curriculum and the assessment of student participation in it; or the administration of any such educational programme

The Teacher Registration Act 2012 gives paramount consideration to the best interests of school children in Western Australia Teachers must be appropriately qualified and fit and proper to be a registered teacher and registration is a requirement in all Australian States and Territories

The Teacher Registration Act 2012 (Act) requires all teachers who are teaching in Western Australian schools and other educational venues to be registered with the Teacher Registration Board of Western Australia (TRBWA)

2.8 Salary and Wage Payments

Salaries and wages are paid fortnightly with payments made by direct debit into your nominated financial institution account(s) As pay fortnights end on a Friday, payments will be paid by the Friday of the pay fortnight This should be noted if you have automatic periodic direct debit payments from your nominated account

2.9 Timesheets

Should there be changes to your nominated bank or financial institution account details, it is essential that the staff member completes the Staff Detail Change Request Form, by 12 noon on the Monday prior to the Friday pay day Salary details are confidential and staff members are required not to disclose their salary details to other members of staff

For staff members who are required to complete timesheets, such as applicable staff within Grounds, Cleaning, Canteen, Uniform Shop, ICT and Boarding departments, please ensure completed and authorised timesheets are submitted to Payroll by 12 Noon on the Monday of the pay week

Those staff who are entitled to accrue Time in Lieu (TIL) are required to have overtime approved by their line manager and all entitlements need to be recorded in the Time in Lieu Record Sheet

What are my obligations as a registered teacher?

What are the College’s obligations?

As a registered teacher, you are required to adhere to certain obligations that include: maintain registration and financial status if you wish to continue teaching in Western Australia; keep your contact details up to date with the TRBWA; comply with all legal requirements for your category of registration; ensure the College is provided with updated copies of your TRB registration; and supply the College (Manager of Payroll Services) with a copy of your current

TRBWA registration – both registration and financial status Please ensure that a copy of any updates of registration are supplied immediately when received If the College records indicate that your registration has lapsed unfortunately you may not teach and may be in breach of your contract of employment

Under the Teachers Registration Act 2012 it is an offence to employ, appoint, engage or give permission to another person to teach in an educational venue unless that person is a registered teacher It is an offence to allow a registered teacher to teach in contravention of a condition on their registration

2.7.5 Accreditation and Formation

All staff members are required to fulfil the accreditation requirements of the Catholic Education Commission of Western Australia, including attendance at a one-day Orientation program conducted by the Catholic Education Office within the first year of employment in CEWA schools

All staff members are required to engage in relevant EREA formation programs, including A Call to Participation within two years of appointment in EREA schools

2.10 Superannuation

The College’s default superannuation fund is UniSuper As per federal legislation, staff members may elect to have superannuation paid to a legislative compliant superannuation fund of their choice Superannuation is calculated fortnightly and contributions are remitted monthly at the end of each month

Should a staff member wish to change superannuation funds, they may elect to do this once per year, if required and the change cannot be activated part way through a month

2.11 Hours of Work

Due to the nature of the College environment, hours of work vary depending on the custom and practice of each department Specific guidance can be sought from an individual’s Offer of Employment, the relevant Enterprise Bargaining Agreement or from your line manager

2.12 Leave

There are various categories of leave and specific details relating to each are contained in the Teaching and Non-Teaching EBAs Should you have a query regarding leave please refer to the EBA relevant to your appointment, or the College Employee Leave Guidelines Should you have a query regarding your leave entitlements or accruals, you may wish to speak with the Payroll Services Manager.

2.13 Notice Period

Notice periods are specified in the relevant Enterprise Bargaining Agreement Notice of resignation is required in writing addressed and forwarded to the Principal

Please note an email is acceptable Should a staff member not provide the specified notice, part or all of their benefits could be forfeited

2.14 Name Badges

All College staff are required to wear name badges at all times while on campus during school hours as this identifies you as an adult who has permission to be on campus Name badges will be issued to staff on commencement of employment

3.1 Our History

Aquinas College is one of Western Australia’s oldest and most respected boys’ Colleges and is a founding member of the Public Schools Association

Our history dates back to 1894, with the foundation of Christian Brothers College Perth on St George’s Terrace in the Perth CBD While Christian Brothers College initially was founded for day students, it soon attracted an increasing number of boarding students and it became apparent that a much larger campus would be needed.

In 1938, Aquinas College was opened at its current site – an elevated 62-hectare property, with over two kilometers of water frontage on the Canning River Our beautiful campus includes the Mount Henry Peninsula, an area of significant bushland which adds much value to the site.

When the College was first established, all teaching staff were Christian Brothers Over time, they were joined and eventually replaced by lay teaching staff, and in 2000, the first lay Principal was appointed

In previous years, Aquinas College accepted day students from Year 4 to 12 and boarding students in Years 7 to 12 From 2014 onwards, the College progressively added classes from Kindergarten to Year 3, so that by 2018 the College offers K-12

After 125 years of educating boys, our mission remains unchanged; to provide a holistic education within a Catholic framework to support boys on their journey to become the men the world needs

3.2 Our Coat of Arms

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

3.2 The Song of Aquinas

Words:MrJ Stokes Music:BrGeraldCrooks,CFC

WeaskyouLordtomakeusstrong Toseektherightandspurnthewrong ToraisetheflameofLearning’sspark Thatlightsthemind,dispelsthedark, AndshowstheroadAquinastrod: TruthconquersallforsonsofGod!

OurprayerofhopetoGodascends Forpriestsandbrothers,teachers,friends Thatinthedarkerhoursofyouth Theirwordswillshowthewaytotruth Andleadusfromthedoubtsofnight Tofaithrenewedinmorning’slight.

Youarethesun,wearetheseed Youarethelife,wearethebreed: Australia’ssonswhobravetheday AndknowthatChristwilllighttheway, Aquinas’sons,whoservetheLord andsingthepraiseofGodadored!

Andsometherearehavegonebefore Aquinas’sonswhodiedinwar Forrighttheyfought,likementheydied Andmenrecalltheirnameswithpride Ourhymnofpraiseforthemwesing TheyliveinlightwithChristourKing ByCanningwatersstillserene Inplayingfieldsofmellowgreen WhereChapelstoneenshrinesthehours Aquinasdreamsfromsunlittowers Andprayerenkindlesfaithagain ThatGodwillmakeusworthymen

Thesweetestsoundofbatonball, Thesoaringleap,theurgentcall, Therhythmicpace,theeasyskill, Andflexingmuscle,steelthewill: Theredandblackwillstriveoncemore Andhopebecomesasurgingroar!

WeaskyouLordtomakeusstrong Toseektherightandspurnthewrong ToraisetheflameofLearning’sspark Thatlightsthemind,dispelsthedark, AndshowstheroadgreatEdmundtrod: TruthconquersallforsonsofGod!

3.4 The Aquinas Prayer

God, grant me the grace to open myself completely to your Holy Spirit, that I may be led into all truth; the truth of your Word and the truth of a daily life which glorifies you

May no-one be caused to stumble by any word or action of mine; may no-one be poorer because of my neglect or thoughtlessness

Touch my mind, so that I may think of you; touch my eyes, that I may see others as you see them; touch my lips, so that my words might comfort, encourage or rebuke as necessary; touch my hands, so that all tasks might be performed well; touch my heart, my innermost being, so that your love might guide me

(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

In1802EdmundRiceopenedhisfirstschoolinWaterford,Ireland In1820PopePiusVIIapprovedthenew congregation,theChristianBrothersandBrotherEdmundRicewaselectedasfirstSuperiorGeneral

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 Thomas Aquinas

Saint Thomas Aquinas, Then and Now

ThomasAquinas’slifeengenderedabeliefintheacquisitionofknowledgeandapropensityfordiscovery;he waseagertounderstandthenaturalworld,interestedinsearchingforthetruthabouthumanlifeand constantlyinquisitiveaboutthegoodandcreativesourceofallthingswhichhumanbeingsgenerallycall‘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 twentyfirst 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 criticized, 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

Our Heritage

CHARTER FOR EDMUND RICE SCHOOLS AUSTRALIA

All schools and educational entities in the Edmund Rice tradition across Australia are bound by a Charter which identifies four touchstones authentically linked with the Charism of Blessed Edmund Rice and which underpin the ministry in our schools and educational endeavours

These touchstones help us set our direction and define our goals as, following Blessed Edmund’s example, we continue to reflect and to seek to make the Gospel a living reality in our communities Living these touchstones gives Edmund Rice Education Australia a special position in educating for liberation and possibility

Each school and educational entity within Edmund Rice Education Australia is called to be authentic to The Charter The Charter aims to inspire school communities to foster energetically the vision of a charismatic leader, Blessed Edmund Rice, in the Spirit of Christ and the educational mission of the Catholic Church

Liberating Education

The formulation of the Charter was the result of consultation and collaboration by Edmund Rice Education Australia with the schools and educational entities throughout Australia

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

Justice and Solidarity

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

College Environment

AngelicvmE4

AttendanceSecondarySchoolE5

BrPaullCentreF4

BrothersHouseA9

CanteenF5

CareerCentreC6

Design andTechnologyF5

EarlyYears LearningCentreC3

Hughes DiningHallC9

JuniorSchool ReceptionC3

EdmundRice AdministrationC6 KenKelsall HeritageCentreC7

Gibney ResidenceA9 KitchenC9

GroundsFacilityH6

HealthCentreC7

ChapelofSaint ThomasAquinas D5 HeritageRoomC7

cs &ICTWingE5

PinderBoor ResidenceB10

Visitor ReceptionD3

RiverCentreF7

MaryKerrArtsCentre “McAppionTheatre”D7 ScienceWingE6

Middle/Senior SchoolOfficeD6

StaffHousingA12

FirstFloor R12R13 R14R15R16R17

SecondFloor R21R22R23 R24R25 McAppionTheatre

CLASSROOMMAP

GroundFloor SG1SG2SG4

JUNIORSCHOOL CLASSROOMMAP

GROUND FLOOR

1 FIRST FLOOR

2 SECOND FLOOR

PIANO

4.3 Facility Naming

Any naming of facilities is at the discretion of the College Advisory Council

4.4 Building Numbering

Any naming of facilities is at the discretion of the College Advisory Council

4.5 Room Numbering

Rooms including classrooms are numbered in the following manner:

The first digit of any room reflects the building

The second digit refers to the floor eg

Our Relationships, Structure and Committees

5.1 Our Relationships

COLLEGE ADVISORY COUNCIL

EDMUND RICE EDUCATION AUSTRALIA

CATHOLIC EDUCATION COMISSION WA

AQUINAS COLLEGE FOUNDATION INC.

5.2 Edmund Rice Education Australia

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

5 3 q g y

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 audited statements and Capitaudited statements and Capital works and master planning and oversight of the a implementation of these as approved by EREA b

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

5.4 Aquinas 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)

5.5 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

COUNCIL/EREA

PRINCIPAL MR ROBERT HENDERSON

VICE PRINCIPAL MS JEN KNOX

SENIOR SCHOOL

MIDDLE SCHOOL

JUNIOR SCHOOL

BOARDING SPORT

ARTS & CULTURE

PASTORAL CARE

COLLEGE LEADERSHIP TEAM

PRINCIPAL

VICE PRINCIPAL

HEAD OF JUNIOR SCHOOL

HEAD OF MIDDLE SCHOOL

HEAD OF SENIOR SCHOOL

HEAD OF ARTS

HEAD OF BOARDING BUSINESS MANAGER

HEAD OF SPORT HEAD OF TEACHING AND LEARNING

FINANCE DEVELOPMENT OPERATIONS HUMAN RESOURCES

ACADEMIC COUNCIL DIRECTORS

RELIGIOUS EDUCATION

ENGLISH

HASS

ARTS

PHYSICAL

EDUCATION

DESIGN

TECHNOLOGY

SCIENCE

MATHEMATICS

LANGUAGES

DIGITAL

TECHNOLOGIES

TEACHING & LEARNING

STAFF FORMATION & WELLBEING IDENTITY

5.6 Our Committees

Parents and Friends Association

AND Parents Friends

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)

VOLUNTEER GROUP

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

g pport 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

MtHenryPeninsula CONSERVATION GROUP

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 This group is open to members and non-members of the College community

College Contact Person:

Mt Henry Peninsula Conservation Coordinator

StaffConduct

6.1 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

6.2 Absences

Staff members who are unable to attend work are required to follow the following process: Teaching Staff

Middle & Senior School Teaching Staff

Email STAFF SERVICES, Jason Fowler, via ABSENT STAFF no later than 730am

AbsentStaff@aquinaswaeduau

Jason.fowler@aquinas.wa.edu.au

Office: 9450 0680

Mobile: 0402833025

Junior School:

In the case of unforeseen absences staff are required to contact the Junior School Relief

Coordinator no later than 600 am on 0409 204 476

Further information regarding Teaching Staff absences please refer to the Teaching Section of this Staff Handbook

Non-Teaching Staff (Support Staff)

Non-teaching staff members are required to notify their direct manager, by phone or email as early as practicable, preferably prior to the expected commencement time

6.3 Professional Attire

In respecting the integrity of the uniform expectations of our students, it is only appropriate that staff model commensurate, or higher standards, in terms of equity and leadership In our daily interactions with students, parents and a range of professional people, high dress standards are a relevant expectation

In deciding on an appropriate standard of dress and grooming, the overriding consideration is whether members of the public would form a favourable opinion about the professional status of the College Another consideration would be the message conveyed to our students, who will model their own standards on those of the staff

Staff members are required to wear name badges when on the College campus

6.3.1 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).

6.3.2 Sports Functions

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

6.3.3 Assemblies

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

6.3.4 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

6.3.6 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

6.3.7

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

6.4 Alcohol

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

6.5 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

6.6 Drugs

In accordance with the EREA Code of Conduct, staff members are not to be under the influence of illegal drugs 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

6.7 Fitness for Work

To be fit for work means that you are in a state (physically, mentally and emotionally) that enables you to perform your duties in a manner that does not compromise your safety or the safety of your colleagues or those in your care

6.8 Information Communication Technology (ICT) Usage

ICT is primarily to be used for work or business related purposes and personal use should be kept to a minimum Staff members are required to use email and internet systems in compliance with the College’s ICT Use by Staff Policy and Procedure.

Further information regarding College ICT protocols and usage, please refer to the Support Services - ICT Section of this handbook

6.9 Copyright

Australian copyright is governed by the Copyright Act 1968 (Cth) so all members of the Aquinas Community must be aware of and adhere to, their copyright obligations including those pertaining to Moral Rights

The Catholic Education Office of Western Australia is the contracting party for the national schools copyright Agreements for Western Australian Catholic schools

All questions regarding Copyright can be answered by visiting: The Official Guide to Copyright Issues for Australian Schools and TAFE http://wwwsmartcopyingeduau/information-sheets/schools

6.10 College Equipment

The College expects staff members to use College equipment safely as per its specific purpose and as instructed, complying with applicable College policies, procedures and guidelines Additionally, it is expected that staff members will utilise appropriate personal protective equipment (PPE) and ensure equipment is available as needed to meet schedule requirements

6.11 Grievances

It is expected that all our staff members will respect and work in accordance with the laws and regulations that have jurisdiction in Western Australia

Furthermore, we expect our people to observe the EREA Code of Conduct, our values and all College policies, standards and guidelines in the course of their work

However, there may be times when a staff member experiences a grievance in the workplace, which may need to be addressed and resolved with the assistance of others and the College has processes in place aimed at achieving a satisfactory resolution

For details regarding the College’s grievance processes you may wish to have a confidential discussion with the Vice Principal Contact Officer details may be obtained from the College Portal or the Staff Room noticeboards

6.12 Exit Process

Prior to a staff member’s completion of employment with the College, the relevant line manager and specific Function Personnel will liaise with the departing staff member to complete the departure process to ensure all College property has been returned, such as mobile phones, laptops, keys, security passes etc

7.1 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

7.2 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.

7.3 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 Click here to complete the form on the College portal

7.4 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 self-evaluate 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

7.5 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

7.6 Staff Communication

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

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

7.7 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

7.8 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

8.1 Assemblies

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

8.2 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

8.2.1 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

8.2.2 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 on the College portal Click here to access the Staff Leave Form

Secondary School: In the case of unforeseen absences, please follow the procedure listed above in item 62

Junior School: In the case of unforeseen absences staff are required to contact the Junior School Relief Coordinator no later than 600 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

8.2.3 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

8.3 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

8.4 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 are paid

8.5 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

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

8.6 Conflict Management

The College is committed in supporting staff, students and parents in providing the appropriate

8.7 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

8.8 Bulletins

The Student Daily Bulletin is read in Tutor period and published via SEQTA, usually each day

It is the responsibility of each tutor to ensure that they read the notices in the Bulletin daily, so as to ensure information is dispersed effectively It provides information for students and staff on a range of College events

The Junior School Bulletin is emailed to all Junior School staff by the start of each week. It is the responsibility of each class teacher to ensure that they read the notices in The Bulletin on each day It provides information for students and staff on a range of day to day events

The Staff Bulletin is emailed to staff each Friday afternoon of the school term

8.9 The eBulletin

The eBulletin is published electronically on a weekly basis for Junior, Middle and Senior Schools. A tutor may direct students to read either a particular article or the entire publication if they wish

The Bulletin is emailed to all families, containing articles that are of general interest in nature

8.10 Seesaw

Seesaw is an online platform accessible for all parents K-3 where teachers post information about how their son is going on a daily basis as well as providing updates about information pertaining to learning and the daily running of the classroom

8.11 Fundraising Guidelines

The College has strict guidelines for fundraising which are available on the portal It must be noted that all fundraising needs the approval in writing of one of the following Director of Service Learning, Vice Principal and Principal

Students may not sell or fundraise for any purpose without the consent of the above

8.12 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

8.13 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

8.15 Risk Management of all Out of Class Activities

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 for students Out of class activities may include:

8.16 Sports Training

Sports training is regarded as a formal part of the curriculum

Secondary School

Typically, Year 7, 8 and 9 teams train each week on Monday and Wednesday mornings or afternoons and compete in the PSA competition on Friday afternoons, whilst Year 10, 11 & 12 teams train on Tuesday and Thursday mornings or afternoons and compete on Saturday mornings Training sessions are conducted between 330pm and 500pm

Apart from First Team practice, training sessions must finish by 500pm Sports practices are not to be cancelled without prior consultation with the Director of Sport

Occasionally, some sports conduct training sessions on days and times different to the above description – eg athletics, rowing and swimming

Junior School

Years 4 – 6 train each week Tuesday morning from 750 – 830 am and compete in the PSA competition each Thursday (100 – 300pm) Tuesday training ceases during Athletics and Cross Country season.

Coaches should be aware that although sports practice is quite a different environment from the classroom, it is nevertheless part of the educational programme

Standards which apply to uniform, behaviour and language in the course of the school day equally apply to the sports field

8.17 Associated Student Activities

All parents are informed about the extensive PSA sporting programme which is offered at the College, along with the Service Learning components, choirs, music, bands and the Drama Production

There are other activities such as debating, study skills and chess that may not be as well known

8.18 Start of Term Procedure

Most terms have time allocated for professional development Prior to Term One it is normal practice to devote a minimum of two days to staff development and for each of the remaining terms, one day is regularly allocated.

Time to meet with House staff/Junior staff and Faculties where possible, will be provided A programme for the students’ start of term will be published in advance, however, a part of day one of term one will be largely reserved for administration matters (photos, book hire, tutor group)

8.19 Recognition of Student Achievement

Students should be recognised whenever they endeavour to achieve Such recognition may include:

verbal encouragement (privately or publicly) an affirmation note in SEQTA ) presentation of awards at House or whole school Assemblies

colours on blazer pockets for 1st teams

Certificate of Commendation (outstanding contribution to learning)

Middle School Academic Certificate of Excellence/Distinction/Merit

Middle School Character Certificate of Excellence/Distinction/Merit

Senior School Academic Certificate of Excellence

Senior School Character Certificate of Merit/Excellence

Sport Awards

Community Service Awards

Leadership Awards

Cultural Awards

Student Award Card (Junior School)

8.20 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

8.21 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

8.22 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

8.23 Tours

Tours for students are to enhance the educational experience for boys in their holistic development

The 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:

Form on the Portal for consideration by CLT 1

The staff member is to complete the Tour Proposal

2

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

8.24 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

8.25 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

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

Tutor commences at 1025am 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

On occasions, House matters such as Mass preparation, Book Hire, Library, Music, Sport etc will need to be brought to the attention of your Tutor Group

You are encouraged to be a significant adult

8.26 Secondary School Bell Times and Other Activities

8.27 Junior School Bell Times

8.26.4 Kindergarten Day

8.27 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

CHANEY Dark Grey Integritas Primi - Integrity First

CULLITY Orange

Nescit Vox Missa Reverti (A word once spoken can never be recalled)

DURACK Purple Dignity and Determination

PRENDIVILLE Black Sapienter Vive (Live Wisely )

BRYAN Royal Blue Strive for Better Things

EDMUND Maroon Major Ab Adversis Better After Adversity

GLOWREY Teal Green Endure fort Endure with Strength

TREACY Emerald Dignity Courage

CLUNE Gold The Will to Do, the Soul to Dare

EGAN Pale Blue Aim High

QUINLAN White

Veritas in Te Ipso (The Truth Is In Us All)

REDMOND Red Faith and Justice

AQUINAS COLLEGE VALUES AQUINAS COLLEGE VALUES

We continue to read the signs of the time We continue to the signs of the time to provide service through Catholic to provide service through Catholic education for boys, and we endeavour to education for boys, and we endeavour to live an authentic Christian life based on live an authentic life based on our core values and beliefs. our core values and

8.28 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

8.29 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

8.30 Student Illness and Accidents

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 eg 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

8.31 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

8.31.1

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

8.31.2

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

8.31.3 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

8.31.4 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

8.31.6 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

8.31.7 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

8.31.8 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

8.31.9 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

8.31.10 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.

8.31.11 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

8.32 Academic Matters

8.32.1 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

8.32.2 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

8.33 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

JuniorSchool

HomeworkintheJSisnotseenascompulsoryandisnegotiatedbetweenstudentsandparentsdependant upontheirneeds Readingandmathsfactsarecompulsoryandshouldbecompletedeachweeknight Studentdiariesincludeinformationpertainingtonightlyhomework

8.32.4 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

8.32.5 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

8.32.6 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

8.34 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

8.35 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)

8.34.1 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)

8 34 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:

Don’t engage in any bullying behaviour 1

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

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

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

You could: 5

Talk to a trusted teacher or friend

Talk to your parents

Tell a Peer Support Leader or Prefect

Tell someone about it

8.34.3 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 – more details p4)

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

8.34.4 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

8.34.5 Agencies and Youth Counselling Services

8.34.6 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

www.headspace.org.au

www moodgym anu edu

www.reachout.com.au

www.youthbeyondblue.com www.bullyingnoway.com.au

www.reachoutcentral.com.au

8.36 Junior School Behaviour and Guidance

There are many steps involved in guiding boy’s behaviour

Prevention This involves taking into consideration the student’s level of development, looking at what is happening in the environment and planning accordingly Clear expectations and boundaries are set, and students and staff are aware of the positive and negative consequences of behaviour

Encouragement Studentsaregivenconstantencouragementwhentheydisplayappropriatebehaviours Littletimeandattentionisgiventonegativebehaviourssoasnottoencouragethem Weencouragestudentstolearnfromeachotherdoingtherightthing

Recording We maintain and keep records of students’ behaviour In this way we are able to evaluate the necessary steps to take in order to limit negative behaviours from occurring

Positive Reinforcement

Clear verbal and physical direction of what is acceptable is modelled to the students Often role play and puppets are used to make situations real for the students and to encourage them to be problem solvers

Redirection When a student is redirected to an alternate experience or behaviour it needs to be interesting or allow for an outlet of their feelings

Distraction A good way to guide younger students involves changing the focus of their attention

Ignoring This can be used as a technique to reduce the inappropriate behaviour Only behaviour that is not harmful will be ignored

Consequences Different types of behaviour require different consequences

Natural Consequences

Logical Consequences:

Behavioural Consequences

A natural consequence occurs without intervention For example, a student who refuses to eat will not be able to eat anything in between meals and is therefore hungry - a natural consequence This cannot be used in a dangerous situation

An example may be if a student leaves rubbish on the ground he need to pick it up and place it in the bin It acknowledges mutual rights, respect and responsibility

We encourage students to be good decision makers who understand choices In this way they learn to take responsibility for their own choices Caregivers need to offer appropriate choices For example, a student is pushing other students down the slide, “When you push other students down the slide I am concerned that someone will get hurt You may either go down the slide yourself or choose another place to play”

Rules and behaviour guidelines are set up in the classroom in conjunction with the students and teachers In this way the students have ownership of the rules and are working towards becoming good decision makers Throughout the year a variety of positive reinforcement techniques are used in order to encourage positive behaviours.

AquinasJunior SCHOOLRULES

1 2 3 4 5 6 7 8

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.

8.37 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

8.38 Honours and Colours Guidelines

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

8.39 Integrating Meaningful Holistic Outdoor Education Experiences

One of the many ‘out of class’ opportunities that the College provides in implementing a holistic approach to Aquinas education, are four outdoor experiences designed to support the needs of boys socially and academically These occur in:

Year 4 – 1 x Day Experience

Year 5 – 1 x Night Experience

Year 6 – 2 x Night Experience

Year 7 Outdoor Camp Experience

Year 9 – Odyssey Experience

Details of the outdoor education philosophy of the College and of the experiences above can be found on the portal.

8.40 Commitment to Sport

Aquinas College is a committed member of the PSA and as such students are catered for in a wide range of sports

Summer (Terms 1 & 4): Cricket, Swimming, Rowing (Not available to Yr 7 students in Term 1), Tennis, Water Polo, Basketball and Volleyball

Winter (Terms 2 & 3): Australian Rules Football, Rugby, Soccer, Cross-Country, Hockey, Athletics and Badminton

8.41 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

8.42 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

8.43 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.

8.44 Sport

Sport at Aquinas is a vital part of the educational experience It is expected that all students participate in sport and as many as possible have the opportunity to participate in the PSA competition Sport is not an end in itself but rather an experience whereby the students at the College may learn to experience teamwork, communication and skill development – all healthy elements of a boy’s education

The commitment of the students to their sport is critical as such commitment is to all other aspects of their educational responsibilities Their first responsibility in representation should be to the College

Staff are encouraged to be involved in the College sporting programme as an avenue to fulfil their Sports that are played include Athletics, Badminton, Basketball, Cricket, Cross Country, Football, Golf, Hockey, Rowing, Rugby, Soccer, Surfing, Swimming, Tennis, Volleyball and Water Polo

8.45 Students Arriving/Leaving the College

Any student arriving late for school MUST sign in at the Attendance office

Any student leaving the school early MUST sign out at the Attendance office

8.46 Students at Risk: Response Protocols

Any information relevant to a student at risk should be passed on to the appropriate Head of House in the first instance While in some instances, certain details may be confidential to some staff (eg Psychologists and Health Centre staff), it is important that the Head of House and Head of School be made aware of the facts that may impact on the management of any student potentially at risk

While the Tutor has a key role in managing the student at risk, the Head of House has the responsibility to keep other staff informed of events that may affect a student to be at risk and for the management of that student

The Head of House would usually consult with the Head of School, School Psychologist and Health Centre Staff in planning the communication of such information.

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

8.67 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

8.48 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

8.48 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

8.49 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

9.1 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 1

General Teaching and Administration 2

Science, Boarding and Dining 3

Grounds and Maintenance 4.

Design and Technology 5

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

9.2 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

9.3 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

Marketing and Public Relations

10.1 Mail Outs and Emails of Letters

All official letters must be printed on original copies of the College letterhead; photocopies are not permitted Group mail-outs related to teaching matters require approval from the Vice Principal or Head of Junior School, while other group mail-outs must be approved by the appropriate Head of School or Vice Principal This policy also applies to group emails sent to external groups

The College strives to maintain a consistent and professional image Documents and letters must meet high standards, and the correct spelling of students’ names is essential.

Stationery is available at the School Office, Junior School Office, and Reception The School Office can assist staff with letters and mail-out queries Electronic templates for the letterhead, fax, and memos are located at: S Drive/Shared/AQ templates When sending the College letterhead to external parties via email, it must be in PDF format

10.2 Aquinas Branded Printed and Digital Material

All printed materials intended for external audiences such as publications, newsletters, invitations, posters, forms, fee lists, and booklets must be designed by the Marketing and Communications team For queries about printing or design, contact the Marketing and Communications team

Departm

Staff me or expre includin activitie approva procedu

10.3 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

10.4 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

10.5 Information Communication Technology

10.5.1 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

10.5.2 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

10.5.3

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

10.5.4

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@aquinaswaeduau

10.5.5

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

10.5.6

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

10.5.7

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

10.5.8

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

10.5.9

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

10.6 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

10.6.1

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

10.6.2

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

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10.7 Catering and Functions

10.7.1

Catering

The College is fortunate that it has a fully functional catering facility on site It is important for staff to note that the primary responsibility of the catering department is to ensure that boarders are supplied with meals Thereafter, the catering department may be able to provide assistance with other College catering requests

Please also note that as the College is not in the business of providing function catering, requests for catering should be kept to a minimum

A Catering Form must be completed for all catering requests

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

10.7.2

Functions

Staffmembersarerequestedtotakeintoaccount thattheServicesStaffresponsibleforfunctionsetup anddisassemble,workfrom700amto300pm ShouldthefacilitationofafunctionrequireServices Stafftobeavailableoutsideofthesehoursyouare requiredtoplaceyourrequestwiththeBusiness Manageratleast4weekspriortotheevent

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

If staff members require specific equipment, gates to be open outside of school hours or during the holidays or the setup of a function a Function Request Form is to be completed Please do not request any tasks verbally or by email

The Function 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 – Function Request Form

In respect to the booking of venues please ensure that enough time has been allocated for setup and disassemble of the venue For guidance on these timeframe estimates, please liaise with the Services Manager on 666

Venues are booked using Outlook. Please ensure you book the space for your function as early as possible

10.7.3 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 630pm

Roundabout Gate 500am until 630pm

School Term Dates - Weekends

Mount Henry Road 500am and 930pm

Redmond Street 415am until 630pm

Roundabout Gate 500am until 630pm

8.1 Assemblies

8 2 Attendance, Absence and Punctuality

8.3 Care of Rooms

8 4 Co-curricular Involvement

8 5 Communication with Parents

8.6 Conflict Management

8 7 Confidentiality – students

8.8 Bulletins

8.9 The eBulletin

8 10 Seesaw

8.11 Fundraising

8.12 House Organisation/Tutorial Rooms/ Classrooms

8.13 Messages for teaching staff

8 15 Risk Management

8 16 Sports Training

8.17 Associated Student Activities

8 18 Start of Term Procedure

8.19 Recognition of Student Achievement

8.20 Student Planners

8 21 Student References

8.22 Yard Duty

8 23 Tours

8 24 Pastoral Care

8.25. Secondary School Tutor’s Routine

8 26 Bell Times and Other Activities

8.27 House Structure

8.28 College Worship

8 29 Lockers

8.30 Student Illness and Accidents

8.31 JS Student Health and Wellbeing

8 32 Academic Matters

8.33 Homework Guidelines

8 34 Book Hire Procedure

8.35 Bullying and Harassment

8.36 Junior School Behaviour and Guidance

8.37 Culture

8.38 Honours and Colours Guidelines

Commitment to Sport 8.42 Permission to Drive/Carry Passengers

8.43 Socials

8 44 Sport

8.45 Students Arriving/Leaving the College

8 46 Students at Risk: Response Protocols

8 47 Use of Diary

8.48 Uniform Regulations and Grooming

8 48 Lost Property

8.49 International Students

Health and Safety at Work

10.1 Mail Outs and Emails of Letters

10 2 Aquinas Branded Materials

10.3 Invitations extended to Guests/Visitors

10 4 Finance and Business

10.5 Information Communication Technology 10.6 Operations and Facilities

10 7 Catering and Functions

10.8 Boarding