Aquinas Staff Handbook

Employee‌ Handbook‌ A GUIDE TO WORKING AT AQUINAS COLLEGE‌

5 ‌College Environment‌

Contents‌ 1 ‌Welcome‌

1‌

1.1‌

Join Us On Our Journey‌‌

2

1.2‌

Who We Are

3

1.3‌

Our College Vision‌

4

1.4

Our College Purpose‌

1.5‌

Our College Values‌

1.6‌

Our People Philosophy‌

6

2 ‌Working at Aquinas College‌‌

5‌

2.1‌

Contract of Employment‌

2.2‌

Personal Details‌

2.3‌

Staff Member Benefits‌

2.4‌

Probationary Period‌

2.5‌

Induction‌

2.6‌

Staff Members Accountabilities‌

2.7‌

Statutory Requirements‌

2.8‌

Salary and Wage Payments‌

2.9‌

Timesheets‌

2.10‌

Superannuation

2.11‌

Hours of Work‌

2.12‌

Leave‌

2.13

Notice Period‌

2.14‌

Name Badges‌

3‌Our History‌

7

8

9

10

13‌

3.1‌

Our History‌

3.2‌

Our Coat of Arms‌

3.3‌

The Song of Aquinas‌

15‌

3.4‌

The Aquinas Prayer‌

16‌

3.5‌

Our Heritage: Blessed Edmund Rice‌

17‌

3.6‌

Our Heritage: St Thomas Aquinas‌

18‌

4‌Heritage‌ 4

Charter for Edmund Rice Schools‌‌

14‌

21‌

23‌

5.1‌

Campus Map‌

24

5.2‌

Sec‌ondary Classroom Map‌

25

5.3‌

Junior Sc‌hool Classroom Map‌

26

5.4‌

Facility Naming‌

27

5.5‌

Building Numbering‌

5.6‌

Room Numbering‌

6 ‌Our Relationships,‌ Structure and Committees‌

28‌

6.1‌

Our Relation‌ships‌

6.2‌

Edmund Rice Education Australia‌

6.3‌

Aquinas College Advisory Council‌

6.4‌

Aquinas College Foundation Inc.‌

6.5‌

Catholic Education Commission WA

31

6.6‌

Our Committees‌

33

7 ‌Staff Conduct‌

29

30

35‌

7.1‌

Code of Conduct‌

36

7.2‌

Absences‌

39

7.3‌

Professional Attire‌

7.4‌

Alcohol‌

7.5‌

Sm‌oking & e-Cigarettes‌

7.6‌

Drugs

7.7‌

Fitness for Work‌

7.8‌

Information Communication‌

7.9‌

Copyright

7.10‌

College Equipment‌

7.11‌

Grievances‌

7.12‌

Exit Process‌

8 ‌People Policies‌ 8.1‌

Equal Opportunities‌

8.2‌

Recruitment and Selection‌

8.3‌

Employment Records‌

8.4‌

Staff Performance‌‌

8.5‌

Career Progression‌

8.6‌

Staff Communication‌

8.7‌

Performance and Conduct‌

8.8‌

Additional College People Policies‌

41

42

43‌

44

49

50

9 ‌Teaching Staff‌

47‌ 9.41

Integrating Outdoor‌Education

9.42

Commitment to Sport‌

49

9.43

Peer Support Programme‌

50

9.44

Permission to Carry Passengers‌

9.45

Socials

9.46

Sport

9.47

Students Signing-on and off

9.48

Students at Risk

The eBulletin

9.49

Use of Diary‌

9.10‌

Seesaw

9.50

Uniform Regulations

9.11‌

Fundraising Guidelines‌‌

9.51

Lost Property‌

9.12‌

House Organisation

9.52

International Students‌

9.13‌

Messages for Teaching Staff‌

9.14‌

Out of Class Activities

9.15‌

Sports Training‌

56

9.16‌

Associated Student Activities‌

57

9.17‌

Start of Term Procedure‌

9.18‌

Recognition of Achievement‌

9.19‌

Student Planners‌‌

9.1‌

Assemblies‌

9.2‌

Staff Attendance‌

9.3‌

Care of Rooms‌

9.4‌

Co-curricular Involvement‌‌

9.5‌

Communication with Parents‌

9.6

Conflict Management‌‌

9.7‌

Confidentiality – Students‌‌

9.8‌

Bulletins‌

9.9‌

48

51

54

55

10 ‌Health and Safety at Work‌

58

81

82

83

84

85‌

10.1‌

OSH Representatives

86

10.2‌

Safety Reports‌

87

10.3‌

College Safety Policy‌

11 Marketing and Public Relations

88‌

9.20‌ Student References‌ 9.21‌

Yard Duty‌

9.22‌

Tours

9.23‌

Pastoral Care

9.24‌

Tutor and Classroom Teacher Role

9.25‌

Tutor’s Daily Routine

59

11.1‌

Mail Outs and Emails of Letters‌

11.2‌

Aquinas Branded Material‌

60

11.3‌

Invitations to Guests/Visitors‌‌

90

61

11.4‌

Finance and Business‌

91

11.5‌

ICT

93 94

9.26‌ Secondary School Bell Times

63

11.6‌

Operations and Facilities‌‌

9.27‌

64

11.7‌

Catering and Functions‌

9.28‌ House Structure‌

65

11.8‌

Boarding‌‌

9.29‌ College Worship‌

67

Junior School Bell Times‌

9.30‌ Lockers‌ 9.31‌

Student Illness and Accidents‌

9.32‌

JS Student Health and Wellbeing‌

68

9.33‌

Academic Matters

71

9.34‌

Homework Guidelines

73

9.35‌

Book Hire Procedure

75

9.36‌ Bullying and Harassment‌ 9.37‌

JS Behaviour and Guidance‌

78

9.38‌ JS School Rules

79

9.39‌ Culture

80

9.40‌

Honours and Colours Guidelines‌

89

96

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.

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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. #efefef

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 Charter‌is 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.‌

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

Character in life‌We 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.‌

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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.‌

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5‌

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)‌

You can update your details at any time by logging into the College’s HR OrgView platform and selecting “Edit Details”.

2.3 Staff Member Benefits‌ These are some of the great employment benefits available to College Staff Members:‌ Remuneration in keeping with the Catholic‌

Professional development opportunities‌

‌Education structure‌

Occasional additional leave days, provided at the‌

Excellent working conditions with access to‌

‌discretion of the College‌

‌excep‌tional contemporary resources‌

Employee Assistance Program‌

Pristine and convenient location‌

Social and connected workplace environment‌

Free on-site parking‌

Focus on employee well-being‌

Salary packaging options‌

Admin staff received gifted leave days on Easter

Discounted tuition fees’‌

Tuesday, August EXEAT Monday and between

Deferred salary program‌

Christmas and New Year.‌

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2.4 Probationary Period‌ 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;‌ 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.‌

2.7 Statutory Requirements‌ Staff members working at the College, in alignment within the West Australian Catholic Education system, are required to meet certain requirements, which are detailed below.‌ The costs associated with obtaining and maintaining each of these requirements is the responsibility of the individual staff member.‌

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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 Check‌or 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 Check‌through 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.‌

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2.7.4 Teachers Registration Board‌‌TRBWA‌– www.trb.wa.gov.au‌ 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.

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.

2.9 Timesheets‌ For staff members who are required to complete timesheets, please ensure you have complete and submitted your timesheet entries via HR OrgView by 3pm on Sundays. Timesheets will be locked for processing by Payroll on the Monday of the pay week.‌‌

Those staff who are entitled to accrue Time of In Lieu (TOIL) are required to have overtime approved by their line manager by completing a Request for Extra Hours form on HR OrgView. Once a request is approved, staff will be able to access vie and access accrued TOIL via the Leave Management tab in HR OrgView. ‌

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What are my obligations as a registered teacher?‌ 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.‌

What are the College’s obligations?‌ 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.‌

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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 NonTeaching EBAs. Should you have a query regarding leave please refer to the EBA relevant to your appointment, or the‌‌College Employee Leave Guidelines‌. ‌Should you have a query regarding your leave entitlements or accruals,‌ you may wish to speak with the Head of Human Resources.‌ All request for leave must be submitted via HR OrgView for approval.‌‌

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.‌

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Our History

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.‌ In 1938, Aquinas College was opened at its‌

Our history dates back to 1894, with

current site – an elevated 62-hectare property,‌

the foundation of Christian Brothers

with over two kilometers of water frontage on‌

College Perth on St George’s Terrace‌‌

the Canning River. Our beautiful campus‌ includes the Mount Henry Peninsula, an area of‌

in the Perth CBD. While Christian

significant bushland which adds much value to‌

Brothers College initially was founded

the site.‌

for day students, it soon attracted an When the College was first established, all‌

increasing number of boarding

teaching staff were Christian Brothers. Over‌

students and it became apparent‌‌

time, they were joined and eventually replaced‌

that a much larger campus would‌‌

by lay teaching staff, and in 2000, the first lay‌

be needed.‌‌

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.‌

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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.‌

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Words: Mr J. Stokes‌ Music: Br Gerald Crooks, C.F.C‌

3.2 The Song of Aquinas‌ We ask you Lord to make us strong‌

Our prayer of hope to God ascends‌

To seek the right and spurn the wrong‌

For priests and brothers, teachers, friends‌

To raise the flame of Learning’s spark‌

That in the darker hours of youth‌

That lights the mind, dispels the dark,‌

Their words will show the way to truth‌

And shows the road Aquinas trod:‌

And lead us from the doubts of night‌

Truth conquers all for sons of God!‌

To faith renewed in morning’s light.‌

You are the sun, we are the seed‌

The sweetest sound of bat on ball,‌

You are the life, we are the breed:‌

The soaring leap, the urgent call,‌

Australia’s sons who brave the day‌

The rhythmic pace, the easy skill,‌

And know that Christ will light the way,‌

And flexing muscle, steel the will:‌

Aquinas’ sons, who serve the Lord‌

The red and black will strive once more‌

and sing the praise of God adored!‌

And hope becomes a surging roar!‌

And some there are have gone before‌

We ask you Lord to make us strong‌

Aquinas’ sons who died in war.‌

To seek the right and spurn the wrong‌

For right they fought, like men they died‌

To raise the flame of Learning’s spark‌

And men recall their names with pride.‌

That lights the mind, dispels the dark,‌

Our hymn of praise for them we sing‌

And shows the road great Edmund trod:‌

They live in light with Christ our King.‌

Truth conquers all for sons of God!‌

By Canning waters still serene‌ In playing fields of mellow green‌ Where Chapel stone enshrines the hours‌ Aquinas dreams from sunlit towers‌ And prayer enkindles faith again‌ That God will make us worthy men.‌ 15‌

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

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3.5 Our Heritage: Blessed Edmund Rice‌ The school owes much of its current success to the tremendous work of the Christian Brothers who have modelled their life and work on their founder Blessed Edmund Rice.‌‌ Edmund married Mary Elliott at the age of 25 and tragically 2 years later his wife died. They had a‌ daughter Mary, whom Edmund continued to care for. When Edmund was aged 40, he found himself at a crossroads in his life. He felt called by Christ to follow Him more closely in the gospel way of life.‌

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

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

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

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3.6 Our Heritage: St Thomas Aquinas‌ Saint Thomas Aquinas, Then and Now‌‌ Thomas Aquinas’s life engendered a belief in the acquisition of knowledge and a propensity for‌ discovery; he was eager to understand the natural world, interested in searching for the truth about‌ human life and constantly inquisitive about the good and creative source of all things which human‌ beings generally call ‘God’.‌ Life and Times‌ Thomas Aquinas was born, probably in 1225, close to the famous monastery of Monte Cassino near Naples in Italy.‌‌

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

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

His reputation as a Christian thinker of extraordinary brilliance and logic was well established even during his lifetime. His writings were treasured and copied throughout Europe.

He was often consulted on philosophical and theological questions by his order, by political leaders, by other scholars and teachers, and by the papacy. He died in 1274 at the relatively young age of 49.‌‌

The tradition of learning and teaching that flows from his work continues to the present day.‌ His thinking, so far removed from us in space‌ and time, continues to nourish intellectual‌ debate in the twenty-first century.‌

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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.

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

In the English-speaking world alone there is great interest in his philosophy of law, his account of virtue, his understanding of the mind and of human intelligence, his account of body and soul, his treatment of human psychology, his theological vision of nature and of humanity. These and other aspects of his thought continue to nourish contemporary reflection.‌‌ Conclusion‌ Thomas Aquinas is an inspirational guide for students, teachers and scholars. He shows us how to enter into the thought of others, how to allow our own views to be examined and criticised, how to recognize and acknowledge the demands of truth, humbly submitting to what our intelligence or our faith tells us is the case.‌‌

It was because he was a saint, dedicated to a total following of the gospel of Christ, that Thomas found his call to become a radical thinker.‌‌ His humble trust in the victory of truth, his diffidence, did not prevent him from developing a radically new theological synthesis which troubled and unsettled his contemporaries.‌‌

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

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Heritage

CHARTER FOR EDMUND RICE SCHOOLS AUSTRALIA‌

21‌

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

The formulation of the Charter was the result

define our goals as, following Blessed Edmund’s

of consultation and collaboration by Edmund Rice

example, we continue to reflect and to seek to make

Education Australia with the schools and

the Gospel a living reality in our communities. Living

educational entities throughout Australia.

these touchstones gives Edmund Rice Education Australia a special position in educating for liberation

As a living document, the Charter continues

and possibility.

to evolve through review and reflection as the demands of our changing times are read and

Each school and educational entity within Edmund Rice

interpreted in the light of the unchanging Gospel.

Education Australia is called to be authentic to The Charter. The Charter aims to inspire school

As Catholic schools in the Edmund Rice tradition,

communities to foster energetically the vision of

we aspire to be faithful to the four touchstones.

a charismatic leader, Blessed Edmund Rice, in the Spirit of Christ and the educational mission of the Catholic Church.

Liberating Education‌

Inclusive Community‌

We open hearts and minds, through

Our community is accepting and

quality teaching and learning

welcoming, fostering right

experiences, so that through critical

relationship and committed to the

reflection and engagement each person

common good.‌

is hope-filled and free to build a better world for all.‌ Justice and Solidarity‌

Gospel Spirituality‌

We are committed to justice and peace

We invite all people into the story

for all, grounded in a spirituality of action

of Jesus and strive to make his

and reflection that calls us to stand in

message of compassion, justice

solidarity with those who are

and peace a living reality within

marginalised and the Earth itself.‌

our community.‌

This Charter document was proclaimed on 2 August 2011‌

22‌

College‌‌ ‌Environment‌

A

B

C

D

E

F

G

H

CLERY PARK Entrance from 58 MOUNT HENRY ROAD

MOUNT HENRY ROAD

1

S

2 HOCKEY TURF KENNEDY OVAL

HOCKEY PAVILION

EDGEWATER ROAD

EARLY YEARS LEARNING CENTRE

3

RECEPTION

JUNIOR SCHOOL

LYNCH OVAL

SWIMMING POOL

4

BR PAULL CENTRE

ANGELICVM

MCMAHON OVAL

MURRAY WARD COURT

CANTEEN REDMOND COMMON

CHAPEL UNIFORM SHOP

MEMORIAL OVAL

7

HEALTH CENTRE

ARTS

WATERFORD ROOM

GIBNEY RESIDENCE

BROTHERS HOUSE

MS

CE

OO SR

RIVER CENTRE

CANNING RIVER

PI N RE DER SID BO EN OR CE

STAFF HOUSING

KITCHEN

ES GH ALL HU G H N I DIN

Angelicvm E4

Early Years Learning Centre C3

ICT Helpdesk E4

Perrott Mathematics & ICT Wing E5

Attendance Secondary School E6

Edmund Rice Administration C6

ICT Office C7

Pinder Boor ResidencecB10

Br Paull Centre F4

Gibney Residence A9

Junior School Reception C3

Visitor Reception D3

Brothers House A9

Grounds Facility H6

Ken Kelsall Heritage Centre C7

River Centre F7

Canteen F5

Health Centre C7

Kitchen C9

Science Wing E6

Career Centre C6

Heritage Room C7

Mary Kerr Arts Centre “McAppion Theatre” D7

Staff Housing A12

Chapel of Saint Thomas Aquinas D5

Hockey Pavilion F3

Middle / Senior School Office D6

Swimming Pool E4

Churack Pavilion B8

Hockey Turf G2

Mount Sion Formation Centre E6

Uniform Shop C6

Classrooms F6

Holy Ground Coffee Van E4

Murphy Wing D6

VET Office E5

Common Room E6

Holy Ground @ the Churack B8

Murray Ward Court F4

Waterford Room C9

Design & Technology F5

Hughes Dining Hall C9

Nunan Residence C8

STUDENT DROP OFF ADMINISTRATION AND VISITOR PARKING

11

PARENT AND EVENT PARKING BUS BAY

12

Entrance from REDMOND STREET

MT SION

MCAPPION THEATRE

NUNAN RESIDENCE

10

IEN

MS SS OFFICE COMMON ROOM HERITAGE ROOM

GROUNDS FACILITY

CH PA URAC VIL K ION

8

9

CAREER CENTRE

AS

MURPHY MS/SS WING ATTENDANCE

BUILDING “CASTLE”

HERITAGE CENTRE

DESIGN & TECHNOLOGY

VERITAS CENTRE

SC

EDMUND RICE

6

CAREER CENTRE

PERROTT MATHS

CL

5

STAFF HOUSING

TOILET LIFTS DELIVERY CENTRAL PATHWAY DEFIBRILLATORS

Maths‌‌

SWIMMING POOL‌

Ground Floor‌ Maths Office‌‌ ‌MG3 MG4‌‌ ‌MG5‌‌ First Floor‌ M12 M13‌‌ ‌M14 M15‌

ANGELICVM‌

HG1 HG2‌

Second Floor M22 M23‌‌ ‌M24 M25‌

‌CHAPEL‌

BR PAULL‌ CENTRE‌

Ground‌ Floor‌

Ground Floor‌ GG1‌ ‌

M BLOCK‌

DESIGN and TECHNOLOG Y‌

Second Floor E24‌

OM

S‌

IE

St Sion‌‌ Formation‌ Centre‌

RO

Classrooms CG1 CG2‌‌ CG3 CG4‌ CG5‌‌

MT‌ SION‌

Second Floor A21 A22 A23 A24 A25 A26‌

Technology‌

AS S

CL

SB03‌

First Floor‌ A11 A12 A13‌‌ ‌A16 A17 A18‌

Second Floor R21 R22 R23‌‌ R24 R25‌‌ McAppion Theatre‌

Science‌ Basement floor‌‌ SB07 SB09 SB08 SB13 SB14‌

DG1 DG2 DG3‌‌ DG4 DG5 DG6‌‌ DG7‌

First Floor‌ S11 S12‌‌ S14 S15‌

Ground Floor F11 F12‌ Ground Floor‌ SG1 SG2 SG4‌

Classroom Map‌ ARTS‌

Tech‌

Humanities‌

ARTS‌

First Floor‌ R12 R13‌‌ R14 R15 R16 R17‌

HUMANITIES AND‌ ‌ENGLISH‌

LIFTS‌

Terrace Room‌ RG2 RG4 RG5‌ Ground Floor‌ RG6 RG7‌

N

A BLOCK‌

MUSIC‌

Arts‌

CE

‌

Third Floor‌ E32 E33 E34‌

SC

EDMUND RICE‌‌ BUILDING‌

Edmund Rice‌ Classrooms

CANTEEN‌

MATHS‌

VERITAS‌ ‌CENTRE‌

E CLASSROOM‌

Terrace Room‌

Ground Floor‌

First Floor‌

Second Floor

RG2 RG4 RG5‌

RG6 RG7‌

R12 R13 R14 R15‌‌

R21 R22 R23‌‌

R16 R17‌

R24 R25‌‌ McAppion Theatre‌

ANGELICVM‌

DESIGN AND‌ TECHNOLOGY‌

Ground Floor‌

Ground Floor‌

GG1‌‌

BR PAULL‌ CENTRE‌

Technology‌

Second Floor

Third Floor‌

DG1 DG2 DG3‌‌

E24‌

E32 E33 E34‌

Ground Floor‌

First Floor‌

Second Floor

Maths Office‌‌

M12 M13‌‌

M22 M23‌‌

MG3 MG4 MG5‌‌

M14 M15‌

M24 M25‌

Basement Floor‌‌

Ground Floor‌

First Floor‌

SB07 SB09 SB08‌

SG1 SG2 SG4‌

S11 S12 S14 S15‌

HG1 HG2‌

DG4 DG5 DG6 DG7‌ MATHS‌

SCIENCE‌

SB13 SB14‌

25‌

ST SION‌ FORMATION‌ CENTRE‌

Ground Floor‌ F1‌1 F12‌

G

PRE KINDY

KINDY

PRE-PRIMARY

SPORT SHED

GROUND FLOOR

YEAR 1 EARLY YEARS PLAYGROUND

JS PAVILION

INTERDISCIPLINARY SUPPORT AND EALD

YEAR 2

WELLBEING COORDINATOR & INCLUSIVE PRACTICE ROOM

LEARNING CENTRE ADMIN OFFICE

HEAD OF JS

MUSIC ROOM

ASST. PRINCIPAL PRE-K TO YEAR 3

JS ADMIN ASSISTANT PRINCIPAL 4-6

OFFICE

MAIN RECEPTION

LEARNING CENTRE

ART ROOM

YEAR 3

1

YEAR 6 BLACK

SPORTS STORE

JUNIOR SCHOOL COURTYARD

LIBRARY/STEM

FIRST FLOOR STEM

YEAR 4 BLACK

YEAR 4 WHITE

YEAR 4 RED

YEAR 5 WHITE

YEAR 5 BLACK

LIBRARY JUNIOR SCHOOL STAFFROOM

YEAR 6 WHITE

2

SPORTS OFFICE

YEAR 5 RED

SECOND FLOOR

Junior School Map‌

PIANO YEAR 6 RED

26‌

5.3 Facility Naming‌ Any naming of facilities is at the discretion of the College Advisory Council.‌

5.4‌ ‌Building Numbering‌ Any naming of facilities is at the discretion of the College Advisory Council.‌

5.5 Room Numbering‌ Rooms including classrooms are numbered in the following manner:‌

BUILDING‌

FLOOR‌

ROOM‌

BUILDING‌

NUMBER‌

Edmund Rice Building‌

E‌

Mary Kerr Building‌

R‌

Murphy Wing‌

A‌

Design and Technology‌

D‌

McKenna Wing‌

S‌

Mt Sion Building‌

F‌

Classrooms‌

C‌

Perrott Building‌

M‌

Brother Paull Centre‌

HG‌

Veritas Centre‌ Single - Alpha letter‌‌ for building‌

Single - Alpha or numeric‌ ‌letter for floor number‌

Numeric number for room‌ ‌number on that floor‌

Angelicvm‌ Junior School‌

The first digit of any room reflects the building number‌ Early Learning‌‌

The second digit refers to the floor e.g.‌

B - BASEMENT‌

G - GROUND FLOOR‌

1 - FIRST FLOOR‌

2 - SECOND FLOOR‌

3 - THIRD FLOOR‌

4 - FOURTH FLOOR‌

27‌

‌ ur O Relationships,‌ ‌Structure and Committees‌

6.1 Our Relationships‌

EDMUND RICE EDUCATION AUSTRALIA‌

COLLEGE ADVISORY‌ COUNCIL‌

CATHOLIC EDUCATION COMISSION WA‌

AQUINAS COLLEGE FOUNDATION INC.‌

6.2 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.‌ ‌

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

The Advisory Council has particular responsibilities in these areas:‌ Oversight of faithfulness to the Charter and Touchstones; Approving submissions to EREA in the areas of Strategic Planning, Budget and annual‌‌ a. audited statements and Capitaudited statements and Capital works and master‌ ‌planning and oversight of the‌ ‌ b. implementation of these as approved by EREA Approving major school policies that are consistent with EREA policies; and‌‌ Oversight of compliance with EREA Risk Policy and procedures.‌

6.4 Aquinas College Foundation Inc.‌ The‌‌Foundation‌is 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).‌

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6.5 Catholic Education Commission WA (CECWA)‌ CECWA‌is 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.‌

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COUNCIL/EREA‌

FINANCE‌ DEVELOPMENT‌ OPERATIONS‌ HUMAN RESOURCES‌

PRINCIPAL‌ MR ROBERT HENDERSON‌

VICE PRINCIPAL‌ MS JEN KNOX‌

SENIOR SCHOOL‌

MIDDLE SCHOOL‌

JUNIOR SCHOOL‌

BOARDING‌

SPORT‌

ARTS & CULTURE‌

PASTORAL CARE‌

COLLEGE LEADERSHIP TEAM‌

ACADEMIC COUNCIL‌

DIRECTORS‌

PRINCIPAL‌

RELIGIOUS

ABORIGINAL

VICE PRINCIPAL‌

EDUCATION‌

EDUCATION‌

HEAD OF JUNIOR

ENGLISH‌

MYFUTURE‌

SCHOOL‌

HASS‌

ICT INTEGRATION/

DEPUTY PRINCIPAL -

ARTS‌

INNOVATION‌

MIDDLE SCHOOL‌

PHYSICAL

SERVICE LEARNING‌

DEPUTY PRINCIPAL -

EDUCATION‌

STAFF SERVICES‌

SENIOR SCHOOL‌

DESIGN TECHNOLOGY‌

JUSTICE, PEACE

HEAD OF ARTS‌

SCIENCE‌

ADVOCACY‌

HEAD OF BOARDING‌

MATHEMATICS‌

SPIRITUALITY‌

BUSINESS MANAGER‌

LANGUAGES‌

ARTS‌

HEAD OF SPORT‌

DIGITAL

SPORT‌

DEPUTY PRINCIPAL -

TECHNOLOGIES‌

TEACHING AND LEARNING‌‌

32‌

TEACHING & LEARNING‌

STAFF FORMATION‌ & WELLBEING‌

IDENTITY‌

6.6‌ ‌Our Committees‌ Parents and Friends Association‌ The role of the Parents and Friends’ Association is to provide opportunities for Aquinas College parents to‌ interact on a social basis, welcome parents into the College, facilitate information sessions of interest to the‌ parent body and provide a forum on relevant issues.‌ College Contact Person: ‌Vice Principal‌

AQUINAS COLLEGE P‌ARENT‌

N‌ TT‌ E E‌ EE‌ R R‌ ‌ O‌ LL‌ U‌ N VO V O‌ U‌ PP‌ ‌ R‌ O GR U

G

U

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

Old Aquinians’ Association‌ This Association of Old Boys from the College‌ was established to support the College in‌ maintaining its Vision and Mission.‌‌ College Contact Person:‌ Alumni & Events Coordinator‌

Boarding Parent Support Group‌ The primary role of the Boarding Parents’‌ Support Group is to support the Residential‌ and Boarding community.‌‌ College Contact Person: ‌Head of Boarding‌‌

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

College Contact Person:‌ Director of Rowing‌

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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

Mt Henry Peninsula‌

CONSERVATION‌ ‌GROUP‌

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

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Staff Conduct

7.1 Code of Conduct‌ The College’s values are defined by the context of its position as a Catholic School in the Edmund Rice tradition.‌‌ This tradition underpins the Edmund Rice Education Australia (EREA) Code of Conduct (EREA Code of Conduct). The EREA Code of Conduct details, clarifies and affirms the standards of behaviour expected

by Edmund Rice Education Australia for members of the Edmund Rice Education Australia community.

Central to the mission of a Catholic School in the Edmund Rice tradition is an unequivocal commitment to fostering the dignity, self-esteem and integrity of each and every person present within Edmund Rice Education Australia and each of its school communities. The provision of a safe, supportive and enriching environment is an essential element in achieving this objective.‌ Purpose‌‌ Th‌e EREA Code of Conduct o‌utlines the conduct and expectations required by Edmund Rice Education Australia for employees and volunteers within the Edmund Rice Education Australia (EREA) community.‌ Applicability‌‌ The EREA Code of Conduct sets out obligations for all employees and volunteers of the communities of Edmund Rice Education Australia and its schools and entities.‌ Responsibilities of Employees and Volunteers‌‌ Employees and volunteers are expected to comply with expectations in the employer-employee relationship, including:‌‌ familiarising themselves on an ongoing basis with the EREA Code of Conduct which is available‌ ‌on the Edmund Rice Education Australia website; enacting the provisions of the EREA Code of‌ ‌Conduct in good faith;‌ developing relationships based on mutual courtesy, trust, collegiality and open communication;‌ using constructive methods for resolving any conflict which may arise;‌‌ abiding by all relevant policies, including Child Protection policy;‌ enacting any duty of care applying personally to an employee or volunteer;‌‌ contributing to Edmund Rice Education Australia and its schools enacting a duty of care;‌ refraining from conduct which may amount to misconduct or serious misconduct;‌‌ demonstrating and modelling ethical and moral behaviours;‌ complying with any risk management processes in place, including any risk‌‌ ‌assessment processes;‌

36‌

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.‌

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7.2 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 7.30am.‌ Absent.Staff@aquinas.wa.edu.au‌ ‌ 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 6.00 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

All Staff are required to complete a leave request in HR OrgView upon their return to work after any unplanned leave.‌‌

7.3 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.‌

38‌

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

7.3.2 Sports Functions‌ Staff members are required to wear allocated College sportswear on all sporting occasions.‌

7.3.3‌ ‌Assemblies‌ Male staff members are expected to wear jackets and ties to assemblies in Terms 2 and 3.‌‌

7.3.4 Uniform‌ Where College uniform or personal protective equipment (PPE) has been allocated, it is required to be worn, where applicable whilst working on the College campus. All College employees will be issued with a hi-vis vest if undertaking Yard Duty.‌ All College employees are asked to model appropriate SunSmart behaviour. The College will supply each staff member with one College hat.‌‌

Men‌ Standard professional attire for men is smart trousers or suit pants, a collared business shirt and tie.‌ A jacket and tie is expected for formal occasions, parent teacher interviews, at assemblies, Chapel and wherever else students are expected to wear their blazer and tie.

While ties are encouraged all year round, they are optional in Terms 1 and 4.‌ ‌Men should wear closed shoes or dress boots.‌‌ Haircuts/colours should reflect the professional nature of working at Aquinas College.‌‌ Women‌ Professional attire for women is smart tailored clothing such as pants, dresses or skirts with tops, blouses or fine knits and jackets. Tailored shorts or culottes may be worn in place of a skirt in summer.‌‌ Hemlines should sit just above the knee at their highest. Women should wear dress shoes, dress boots or dress sandals in keeping with professional appearance and heel height should be modest.‌‌ Haircuts/colours should reflect the professional nature of working at Aquinas College.‌

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

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7.3.6 Unacceptable Attire‌ The following are considered unacceptable professional attire and are not to be worn:‌ Shorts, jeans, denim or corduroy clothing, cargo style pants;‌ Street casual, t-shirts, sweatshirts, muscle or mesh shirts, collarless shirts (for men);‌ Stretchy, figure-hugging garments that do not disguise undergarments or have thigh length slits,‌ ‌bare midriffs;‌ Leggings (without a skirt), sheer garments, tank tops, indiscreet necklines, shoestring straps and‌ ‌backless tops;‌‌ Clothing that has distasteful or offensive images, slogans or words;‌ Casual footwear, sports shoes (trainers), thongs or sandals without back straps;‌ Tattoos considered offensive or against the College Ethos;‌ Facial piercings.‌ 7.3.7 Consultation‌ The Staff Professional Attire Code is unable to cover all contingencies and so staff are expected to use their professional judgement in conjunction with the above guidelines in their choice of clothing for work. If clarification is required, please contact your line manager.‌ If clothing worn by a staff member is determined to be inappropriate:‌

The matter shall be discussed privately and sensitively between the staff member and their‌ ‌immediate supervisor in the first instance.‌ If the matter is not corrected or repeats, the Vice Principal will speak with the staff member.‌ If the staff member fails to address the issue verbally requested, they will receive a formal‌ ‌written request to address the situation.‌‌

40‌

7.4 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.‌

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

7.6 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.‌

7.7 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.‌‌

7.8 Information Communication Technology 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.‌

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7.9 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 www.smartcopying.edu.au/information-sheets/schools‌

7.10 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.‌

7.11 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.‌

7.12 Exit Process‌‌ Prior to a staff member’s completion of employment with the College, Human Resources 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.‌ ‌ An Exit Interview is offered to staff who would like to provide feedback on their time at the College.‌‌

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People Policies

8.1 Equal Opportunities‌ Aquinas College is an equal opportunities employer. Opportunities for employment, promotion, training and development are offered based‌‌ on individual merit, abilities, knowledge and qualifications.‌ ‌Compensation is determined by the applicable Roman Catholic Enterprise Bargaining Agreement.‌ The College is committed to maintaining the highest standards of professional excellence within a harmonious work environment that is free from unlawful discrimination, harassment, bullying and victimisation. Furthermore, the College seeks to embrace diversity within a values-based workplace.‌

8.2 Recruitment and Selection‌ The College is committed to providing equal and just recruitment practices that are aligned with the College’s core values and culture, in harmony with the Edmund Rice tradition.‌ Applications are usually required to include the following:‌ Covering letter addressing the specific selection criteria;‌ Current Resume;‌ Names and contact details of three referees;‌ Copies of your qualifications and credentials; and‌ Australian work rights nominated evidence (Australian birth certificate, Australian passport,‌ ‌Australian citizenship or Australian work rights visa).‌ Reference and statutory checking is a mandatory part of the College recruitment and selection process with the final decision to appoint will be made by the Principal.‌‌

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

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

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

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

8.5 Career Progression‌ It is recognised that we are all striving for professional excellence in our specific areas of expertise.

The College is driven to provide excellence in education for our students and seeks the commitment of our staff members to achieve this standard.‌

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

8.6‌ ‌Staff Communication‌ The College uses many different formats to communicate with staff members and the wider College community. Communication modes used include:‌ Weekly Staff Bulletin‌ Monday Briefing (Junior and Secondary staff) in the Common Room‌ Secondary School One Note Staff Page‌ Junior School Weekly Staff Meeting in the JS Staff Room Weekly e-Bulletin to parents‌ Periodic department meetings, section meetings and morning teas‌ Official College calendar‌via College Portal‌

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8.7‌ ‌Performance and Conduct‌ The College communicates expected standards of performance and behaviour through the College values, policies, guidelines, position descriptions and the EREA Code of Conduct.

The following College policies have been developed to provide an open and fair process based on the principles of procedural fairness: Aquinas College Unsatisfactory performance and misconduct policy and procedure CEWA Unsatisfactory performance and misconduct policy and procedure Workplace Bullying, harassment and unlawful discrimination policy and procedure

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

8.8‌ ‌Additional College People Policies‌ The College’s policies can be obtained electronically through the College Portal.

Other people policies include:

Smoke Free Policy ICT Use by Staff Policy Salary Packaging Policy Child Protection Policy Privacy Policy Management of Confidential Information Policy

portal.aquinas.wa.edu.au/general/documents-and-policies/

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Teaching Staff

9.1 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.

9.2 Staff Attendance, Absence and Punctuality Teaching staff are expected to be onsite from 8.10am to 3.30pm.

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

9.2.1 Attendance Teaching Staff Members are required to attend the following events: All assemblies, staff meetings, forums, House meetings and faculty meetings unless exempt; All sporting fixtures and training sessions involving a teacher’s teams unless exempt; The PSA swimming meeting and athletics meeting if rostered for duty by the Vice Principal; Presentation and Awards evenings and Assemblies; Parent/Teacher Meetings; and Assemblies, meetings or tutor/class activities where a class is required away from normal programme class requirements. The class teacher involved must accompany his/her class to the assembly, meeting or activity; and Where required, attend retreats as a tutor to assist with the formation programme.

This may include overnight supervision.

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

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Secondary School: In the case of unforeseen absences, please follow the procedure listed above in item 6.2.

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

Work is to be submitted on SEQTA.‌ ‌This is required to be submitted by 07.30 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 7.30am each morning.

Wherever possible supervisions are allocated according to teaching loads and suitability of a staff member to supervise the subject. For Junior School staff members, absences are to be approved by the Head of the Junior School.‌ ‌9.2.3 Punctuality‌ Staff punctuality sets the standard of behaviour for the students.‌ ‌ So as to lead by example you are required to observe punctuality obligations at all times.‌

9.3 Care of Rooms‌ The Aquinas campus is structured to accommodate secondary‌ and junior schools. The Junior School is structured in year level‌ and class areas whereas the secondary school is structured in‌ key learning areas. Where possible, secondary school buildings‌ have been established along Faculty or specific class needs‌ and where possible individual teachers specialise in one room.‌ Educational research supports the notion of dedicated‌ learning areas and staff are asked to create and maintain‌ rooms which are attractive and stimulating for students.‌

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

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9.4 Co-curricular Involvement‌ Co-curricular programmes form an essential part of the educational offerings of Aquinas College.

Staff are expected to assist the College in its co-curricular programme, as directed by the Principal.

For the majority of staff, the commitment will consist of coaching, directing or managing various activities. As with the boys, the College endeavours to optimise the talents the staff have to offer.‌‌

In the secondary school, every attempt will be made by the Director of Sport to accommodate‌‌ staff preferences for sport; however, teaching timetables may necessitate alternative arrangements.

It would be normal for a staff member to take two terms of sport each year.‌ ‌

Staff in the Secondary School are to liaise with the Vice Principal to confirm their co-curricular choices. Staff are required to complete 40 hours of co-curricular participation in a 12 month period.

Junior School staff are involved in sport each term with a commitment of approximately 1 hour per week.‌ ‌Any co-curricular hours worked above 40 hours on a Monday to Friday are paid. Saturday hours are paid outside of the 40 hours minimum requirement.‌‌

9.5 Communication and Contact with Parents‌ 8.5.1 Communication There are several avenues available to staff; however, direct contact is encouraged. By speaking on the telephone to parents, the teacher can clearly explain the cause of concern, accommodate any queries and possibly gain helpful insights into the boy.

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

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

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

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

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

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

The classroom teacher should liaise directly with parents to discuss problems that may arise.‌It is‌ not the role of the Head of House (HOH) or the Head of Learning Area (HOLA) to re‌solve classroom disputes. However, it is encouraged that in resolvi‌ng these matters, that support, guidance and‌ advice is sought from your Head of Learning Area or Head of House.‌‌ ‌8.5.2. Contact with Parents‌ Classroom teachers should seek to make direct contact with parents whenever concerns emerge‌ regarding a boy’s progress. This is best done by telephone or email, although occasionally a parent‌ interview will result.‌

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

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

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

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

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

9.7 Confidentiality – students‌ Issues of confidentiality regarding information about students may arise in two ways:‌ Firstly, you may be provided with confidential information about a student where that‌ ‌information is felt to be necessary to you as a student’s Tutor, Head of House or‌ ‌classroom teacher. Such information may relate, for example, to an illness a student is‌ ‌suffering or some issue that is currently affecting him at home. From time to time‌ ‌information of this kind is passed on to teachers by Health Centre staff or senior staff,‌ ‌or may be provided directly to you by a parent or sibling of the student.‌‌ Secondly, a student may tell you information about himself, or his family, which is of a‌ ‌confidential nature. Both kinds of information need to be treated sensitively.‌

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

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

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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.‌

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9.8 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.‌

9.9 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

9.10 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.‌

9.11 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.‌‌

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9.12 House Organisation/Tutorial Rooms/‌‌Junior‌ School Classrooms‌ A copy of the Tutor Groups and rooms will be provided each year.‌ These are updated each term or when there has been a change of staff.‌

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

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

9.14 Risk Management of all Out of 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:‌ Physical Education lessons off-site‌

Aquatic activities‌

Tours‌

Excursions and outings‌

All camp situations‌ The College’s commitment to PSA Sport is exempt from these risk management‌‌ guidelines as there are specific areas of student safety that are in place‌‌ at both the College and Public School Association level.‌ Prior to any out of class activity, the Consent2Go platform must‌‌ be used, as a means of proposing the activity, managing an‌‌ associated risks with the activity, requesting and obtaining‌ approval,‌ ‌and finally notifying parents and students.‌ ‌ A separate process is to be utilised for the proposal and‌ ‌planning of any tours and immersions. See section 8.2.3.‌‌

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9.15 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

Apart from First Team practice, training‌

on Monday and Wednesday mornings or‌

sessions must finish by 5.00pm. Sports‌

afternoons and compete in the PSA competition‌

practices are not to be cancelled without prior‌

on Friday afternoons, whilst Year 10, 11 & 12 teams‌

consultation with the Director of Sport.‌

train on Tuesday and Thursday mornings or‌

Occasionally, some sports conduct training‌

afternoons and compete on Saturday mornings.‌

sessions on days and times different to the‌

Training sessions are conducted between‌

above description – e.g. athletics, rowing and‌

3.30pm and 5.00pm.‌

swimming.‌‌ Junior School‌ Years 4 – 6 train each week Tuesday morning‌ from 7.50 – 8.30 am and compete in the PSA‌ competition each Thursday (1.00 – 3.00pm).‌ 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.‌‌

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9.16 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.‌

9.17 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).‌

9.18 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)‌

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9.19 Student Planners‌‌ Each student is provided with an online School Planner in Secondary School and a physical planner in Junior School. This planner should be taken to each class by students and serves three major purposes:‌ Assists student organisation;‌ Allows teachers and tutors to monitor workload and progress of students; and‌ As a means of communication between parents and staff‌

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

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

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

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

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

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

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

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

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

9.22‌ ‌Tours‌‌ Tours for students are to enhance the educational experience for boys in their holistic 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:‌

The staff member is to complete the Tour Proposal Form on the Portal for consideration by CLT‌ Once written approval for the tour to commence from the Principal or Vice Principal has been received, student/parent notification may follow.‌‌ Fundraising for tours is usually not permitted, nor is the‌ ‌College in a position to subsidise tours unless‌ ‌specifically granted by the Principal.‌

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9.23 Pastoral Care‌ Aquinas College, as a Catholic School, is a Christian community and educates boys and young men in the Edmund Rice tradition. This vision is expressed through the Mission Statement for the College.‌ In this statement the aspiration for graduates at the College is governed by ten ideal characteristics that depict an Aquinian:‌ Believes in God, himself and others‌ Values the spiritual and sacred through the‌ ‌integration‌ ‌of God in all aspects of his life‌ Serves his community so that he can make a‌ ‌difference especially to the disadvantaged and‌ ‌marginalised‌‌ Accepts that life continually changes, reflects‌ ‌thereon‌ ‌and responds to inspire others‌ Makes appropriate choices based on personal‌ ‌beliefs rather than conformity‌ Understands a life of spirit rather than a life of conformity‌ Initiates and responds to relationships with commitment, loyalty and forgiveness‌‌ Behaves ethically‌ Acknowledges the personal leadership challenge‌ Is a foot washer of society‌ The College community strives to instil in its students the values based on faith in Jesus Christ.‌ Moreover, there is opportunity to engender in them a spirit of service towards all others so that they will become signs of hope and purpose in their world. The whole College community, by its‌ participation in prayer, liturgy, works of charity and through the medium of regular instruction in‌ class, strives to pass on to its pupils the full heritage and traditions of our Catholic faith.

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

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9.24 Tutor Role (Secondary School)‌‌ and Classroom Teacher Role (Junior School)‌ Tutors and Classroom Teachers become a significant adult in the boys’ lives. In order to do this the tutor/teacher needs to know the boys, care for them, listen to them, advise them, direct and represent them. Relevant activities include:‌ Gather information on each student and‌

Demonstrate knowledge by writing a

‌maintain and track each student’s progress‌

summative general comment on their report‌

Open lines of communication as soon as‌

Counsel and correct behaviour when‌

‌possible with each student’s parents or‌

‌inappropriate and discipline as required‌

‌guardian‌

Initiate and encourage daily prayer‌

Monitor student progress in all aspects of‌

Complete attendance roll. Follow up

‌school/House life through discussion, review‌

absentees and insist on notes from parents‌

‌of the school diary, test/examination results,‌

Read morning notices‌

‌use of SEQTA etc.‌

Distribute newsletters‌

Hold regular discussions with students on‌

Maintain grooming and uniform standards‌

‌goals and overall progress‌

Attend parent meetings when required‌

Show awareness and concern in each‌

Monitor student organisation and encourage

‌student’s family and personal life (without‌

effective use of electronic calendars‌‌

‌being intrusive)‌

Maintain appearance and cleanliness of the

Be aware of and be able to recognise each

tutor room‌

student’s talents, achievements and

Support House activities by organising and

background‌

motivating your students‌

‌9.25 Tutor’s Daily Routine (Middle/Senior School)‌ Tutor commences at 10.25am each morning except Fridays following Period 2.‌ Tutor Group commences with a group prayer, guidelines and prayers may be found in the planner, or assistance may be sought from the Direct of Spirituality or you may choose quiet reflective time of thanks and preparation. After prayers, take the roll and absentees should be recorded in SEQTA.‌

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

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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.

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9.26 Secondary School Bell Times‌‌ and Other Activities‌

1‌

MONDAY‌

TUESDAY‌

8.30 - 9.20‌

8.30 - 9.20‌

WEDNESDAY‌ THURSDAY‌ 8.30 - 9.20‌

8.30 - 9.20‌

5 minute transition 9.20 - 9.25am‌ 9.25 - 10.15‌

9.25 - 10.15‌

9.25 - 10.15‌

9.25 - 10.15‌

Locker‌

10.15 - 10.20‌

10.15 - 10.20‌

10.15 - 10.20‌

10.15 - 10.20‌

Tutor‌

10.20 - 10.45‌

10.20 - 10.45‌

10.20 - 10.45‌

10.20 - 10.45‌

10.45 - 11.15‌

10.45 - 11.15‌

10.45 - 11.15‌

10.45 - 11.15‌

11.15 - 12.05‌

11.15 - 12.05‌

11.15 - 12.05‌

11.15 - 12.05‌

30 mins‌

3‌

12.10 - 13.00‌

12.10 - 13.00‌

12.10 - 13.00‌

8.30 - 9.20‌

2‌

9.25 - 10.10‌

Break A‌ 20 mins‌

3‌

12.10 - 13.00‌

No transition‌

11.20 - 12.10‌

No transition‌ 5‌

Break B‌ 30 mins‌

13.00 - 13.30‌

13.00 - 13.30‌

13.00 - 13.30‌

12.10 - 13.00‌

13.00 - 13.30‌ Break B‌ 4‌0 mins‌

5‌

13.30 - 14.20‌

13.30 - 14.20‌

13.30 - 14.20‌

10.10 - 10.30‌

10.30 - 11.20‌

4‌

5 minute transition 12.05 - 12.10pm‌

4‌

1‌

No transition‌

2‌

Break A‌

FRIDAY‌

13.00 - 13.40‌

13.30 - 14.20‌ Sport‌

13.40 - 15.00‌

5 minute transition 14.20 - 14.25pm‌ 6‌

14.25 - 15.15‌

14.25 - 15.15‌

14.25 - 15.15‌

14.25 - 15.15‌

15.00‌ Early Finish‌

Middle School Sport‌‌Friday 1.00pm‌

Senior School Sport ‌Saturday‌‌

Training: Monday and Wednesday: 3.00 - 5.00pm‌

Training: Tuesday and Thursday 3:30 – 5:00pm‌

Detention ‌Monday to Thursday 3.30 - 4.30pm‌ Saturday 1.00 - 4.00pm‌

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9.27 Junior School Bell Times‌ MORNING‌ BREAK A‌ PLAY‌ BREAK A‌‌ EAT‌ MIDDAY‌ BREAK B‌ PLAY‌ BREAK B‌ EAT‌ AFTERNOON‌

MONDAY‌

TUESDAY‌

WEDNESDAY‌

THURSDAY‌

FRIDAY‌

8.30 - 10.50‌

8.30 - 10.50‌

8.30 - 10.50‌

8.30 - 10.50‌

8.30 - 10.50‌

10-.50 - 11.05‌

10-.50 - 11.05‌

10-.50 - 11.05‌

10-.50 - 11.05‌

10-.50 - 11.05‌

11.05 - 1.15‌

11.05 - 1.15‌

11.05 - 1.15‌

11.05 - 1.15‌

11.05 - 1.15‌

11.15 - 1.15‌

11.15 - 1.15‌

11.15 - 1.15‌

11.15 - 1.15‌

11.15 - 1.15‌

1.15 - 1.40‌

1.15 - 1.40‌

1.15 - 1.40‌

-‌

1.15 - 1.40‌

1.40 - 1.55‌

1.40 - 1.55‌

1.40 - 1.55‌

1.55 - 3.00‌

1.55 - 3.00‌

1.55 - 3.00‌

3.30‌

3.30‌

3.30‌

CLUB‌ START‌

‌Tuesday morning sport training occurs weekly between 7.50 – 8.30am.‌ 8.27.1 Kindergarten Day‌

TIME‌

ACTIVITY‌

8.45am‌

Door Open‌

8.45am - 9.00am‌

Settle In‌

9.00am- 9.15am‌

Whole Class Meeting‌

9.15am - 10.30am‌ 10.30am - 11.00am‌ 11.00am - 12.30pm‌ 12.30pm - 1.30pm‌ 1.30pm - 2.00pm‌ 2.00pm - 2.30pm‌ 2.30pm - 2.45pm‌ 2.45pm‌

Activities and Small Group Experiences‌ Morning Tea‌ Activities and Small Group Experiences‌ ‌Lunch‌

Rest Time‌ Oral News / Show and Tell / Story Telling‌ Tidy Up and Pack Away / Afternoon Class Meeting‌ Pick Up

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Lunch‌‌ 12.15 - 1.00‌ JPSSA‌ 1.00 - 3.00‌ 3.30‌

1.40 - 1.55‌

1.55 - 3.00‌ 3.30‌

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

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

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

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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 )‌

Junior School‌

Middle School

Senior School‌

CHANEY‌

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

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

Mass is conducted every Thursday morning commencing at 8.00am in the College Chapel. Each House is rostered to take responsibility for the liturgy, the music and assistants for a scheduled Mass. Staff and Students can attend Mass any Thursday with encouragement being given to attendance by students attached to the host House.‌

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

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

9.31 Student Illness 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 e.g. trauma or injury, an Asthmatic episode or a diabetic student is feeling ‘unwell’.‌‌

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

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9.32 Junior School Student Health and Wellbeing‌‌ When a student reports he is feeling ill, he should be sent to the Junior School Office and parents contacted.‌ 9.32.1 Biting‌ Occasionally a biting incident may occur within a classroom setting. Usually children of school age have the communication skills necessary to relate their needs without biting.‌‌ Biting can be a normal developmental stage for young children up until the age of about three. It does remain a serious incident that requires careful and sensitive management.‌‌

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

9.32.2 Cleaning Procedures‌ Classrooms, including furniture and equipment, will be regularly cleaned and maintained.‌ Tables - wiped over after each use‌ Rooms and furniture - cleaned daily‌‌ Musical equipment (whistles/ flutes) - medicated wipe after each use.‌

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

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9.32.3 Healthy Eating‌ Throughout the day fresh fruit and vegetables will be made available to the students via the Canteen.

Food safe practices will be followed when preparing the food. Hygienic practices will be explicitly taught and monitored as part of everyday practice.‌‌

Students will be encouraged to select food they enjoy and eat it as they require. Drinking water often and at specified times will also be encouraged. Parents are to provide morning tea and lunch and we encourage healthy eating choices during these times.‌ 9.32.4‌ ‌Infectious Diseases and Illness‌‌ In case of infectious disease, the parents must inform the school as soon as possible. The College will then inform all staff and parents so that children can be checked by their caregivers for symptoms. A student with an infectious disease may not return to school until fully recovered and with a medical clearance.‌‌ To ensure the best possible management and care for all children, and to avoid cross contamination we ask that if any of the following are present parents do not send children to school and take him to a practitioner to be advised if he is at risk of infecting others:‌‌ inflammation or sticky eyes i.e. conjunctivitis‌ persistent green or yellow nasal discharge‌ diarrhoea or vomiting‌ unusual skin rashes‌ fever at 38 degrees Celsius or above‌ persistent pain‌ If a child has suffered from vomiting or diarrhoea at home, he must not attend school until the‌ symptoms have ceased for 24 hours.‌‌ 9.32.5 Immunisation‌ At enrolment, evidence of immunisation records was requested. It is the families’ responsibility to ensure that immunisation is up to date. Parents must provide updates to immunisation records. Prior to commencing school there is an immunisation schedule that needs to have been completed.‌

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

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

Medication must not exceed the use-by date and must display the student’s name. It will be stored appropriately according to the package guidelines. If a student has a temperature of 38 degrees Celsius or above a parent will be contacted to collect the student. We will not administer paracetamol.‌‌ 9.32.6 Medication‌ There may be times when a doctor’s prescription includes medication that needs to be administered during school hours. In such cases a verbal as well as written communication with staff is requested. The date and time for administering medication must be included in the written consent along with dosage, frequency and parent’s signature.‌

Medication must not exceed the use-by date and must display the student’s name. It will be stored appropriately according to the package guidelines. If a student has a temperature of 38 degrees Celsius or above a parent will be contacted to collect the student. We will not administer paracetamol.‌‌ 9.32.7 Minor Accidents‌ In the event of an accident occurring, a staff member will provide appropriate first aid and comfort the student. We will endeavour to inform parents of such an occurrence upon collection of their son.‌ If required contact will be made to parents via telephone and the option to collect their child from school made available to them.‌‌ 9.32.8 Serious Accident‌ In the event of an incident requiring emergency medical attention an ambulance will be called, Aquinas College Health Centre contacted, and parents notified.‌‌

If there is a Student Emergency Action Plan in place the procedures on this document will be followed. The College will aim to have a first aid qualified educator on duty at all times.‌ 9.32.9 School Visitors‌‌ All adults who are employed or engaged through the College will be required to present a working with children safety check or clearance. On arrival at the College all adults must sign in at the front office and will be given a visitors pass.‌‌

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9.32.10 Soiling of Underwear or Clothes‌ A staff member will assist a student if he has soiled himself. Accidents sometimes happen and a private place will be made available for changing and or washing if necessary. Every effort will be made to notify parents upon collection of their child if clothes have needed to be changed.‌ 9.32.11 Sun Protection‌ A healthy balance of sun is required and is important for development. Staff will ensure students are wearing a hat at all times when playing outside. Students are required to wear hats outside all year round. Sunscreen is available for students to apply if required. Staff will assist students to be responsible for their own sun protection.‌‌

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

9.33 Academic Matters 9.33.1 Assessment and Reporting Assessments and reporting are conducted each term. The Middle School receive a Term Report on all subjects each term while in the Senior School a Progress Report is produced for each year level in Terms 1 and 3 as well as a Semester Report at the completion of Terms 2 and 4 with the exception of Year 12 students who receive an Academic Statement at the completion of Semester 2.

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

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

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‌9.33.2 Curriculum‌ Curriculum can be regarded as the total school directed experience during schooling. The Catholic School’s understanding of curriculum is dynamic, for it ‘considers human knowledge as a truth to be discovered’. It believes learning to be a life-long process.‌

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

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

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

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

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

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

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

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

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

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

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

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

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‌9‌.34.4 Prizes and Awards (‌Secondary School)‌ Academic prizes and awards are intended to recognise the effort and expertise of students with their studies. Details of the various recognition methods and awards at the College can be found on the portal.‌ 9.34.5 Student Placement a‌nd Changes‌ The processes involving the selection of/or change of subjects for secondary school students are the responsibility of the Head of Teaching and Learning in partnership with the relevant Head of School. Proposed changes will always be the subject of discussion between the relevant Head of Learning Area and the teacher involved.‌

At Year 10 level, a comprehensive course counselling process is undertaken during Semester I. Whilst every endeavour will be made to accommodate individual choice of subjects, some restrictions may be imposed by the timetable in Years 11 & 12.‌ 9.34.6 Student Lea‌dership‌‌ Student leadership provides a vehicle for student ideas, concerns and opinions about relevant College matters to be expressed to staff, College Leadership Team and even other students in the College. It gives students the opportunity to initiate and execute activities that will add to the quality of student life.‌

PARENT COMMUNICATIONS PROCESS‌ ACADEMIC MATTERS‌

SOCIAL/EMOTIONAL‌ OR GENERAL MATTERS

TEACHER‌

TUTOR‌

HEAD OF LEARNING AREA‌

HEAD OF HOUSE‌

DIRECTOR OF INCLUSIVE

COLLEGE PSYCHOLOGISTS‌‌

EDUCATION AND/OR HEAD

AND/OR HEAD OR SCHOOL‌

OF ACADEMIC STUDIES‌

VICE PRINCIPAL‌

PRINCIPAL‌

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

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

Definition‌ The following definition should be referred to when identifying bullying: ‘A student is being bullied or victimized when he or she is exposed repeatedly and over time to negative actions on the part of one or more students’. (Olweus, 1993)‌ ‌9.36.1 Behaviours that do not constitute bullying include:‌ Mutual arguments and disagreements (where there is no power imbalance)‌ Not liking someone or a single act of social rejection‌ One-off acts of meanness or spite‌ Isolated incidents of aggression, intimidation or violence‌ However, these conflicts still need to be addressed and resolved. (National Safe Schools‌ ‌Framework Resource).‌ 9.36.2 Strategies for Parents and Students Dealing with Bullying‌ Be alert to any signs of distress or anxiety, unwillingness to attend school, missing equipment,‌ ‌damaged clothes or bruising, and contact the school if you have concerns.‌ Communicate closely, frankly and regularly with your son’s Tutor or Head of House if you are‌ ‌concerned about any possible bullying.‌ Continue to take an interest in your son’s school activities, encourage him to talk to you about‌ ‌school.‌ Reinforce that responding in a similar way to how your son has been treated is an inappropriate‌ ‌response to bullying.‌

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General Advice for Students:‌ 1. Don’t engage in any bullying behaviour.‌ 2. If you see bullying happen, be prepared to take action to stop it or at least report it. You cannot‌ ‌be neutral on bullying issues – a passive bystander only condones the action of the bully.‌ 3. If you are bullied, tell your attackers to stop, or try to walk away from the situation.‌ 4. No matter how you respond to being bullied, if you are bullied do not assume it is your fault or‌ ‌that no one cares or wants to know about it.‌ 5. You could:‌ Talk to a trusted teacher or friend.‌ Talk to your parents.‌ Tell a Peer Support Leader or Prefect.‌ Tell someone about it.‌ 9.36.3 The College approach to Dealing with Bullying‌ Anyone who is bullied or who witnesses an incident of bullying behaviour should report the incident no matter how minor and follow the procedures below.‌ ‌As a student you should do one or more of the following:‌ ‌As a student you should do one or more of the following:‌ Report immediately‌ Tell your Tutor or Head of House‌ Talk to a parent or responsible adult (at home or‌ ‌school)‌ Talk to a trusted teacher or friend‌ Tell a Peer Support Leader or Prefect‌ Report it on AC Lads (on Portal under Pastoral Care‌ Come and speak to or email your Head of School‌ Email or visit the College Psychologist‌‌ ‌or College Chaplain‌ Tell someone about it‌ As a parent:‌ Discuss the situation with your son’s Tutor or Head‌ ‌of House as soon as possible (even when your son‌ ‌asks for you not to report it to the College)‌ Report it on AC Lads‌

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‌As a boarder:‌ Report to the House Director of Boarding‌‌ ‌(preferred option) or House Masters‌ Email or visit the Head of Boarding‌ Talk to your House Mother or Nurse‌ Report to any staff member you feel comfortable to tell Talk to a Peer Support Leader or Boarding Captains‌

‌As a teacher:‌ After ensuring the safety of the victim, discuss the incident with the‌ student’s Head of House. All reports of bullying will be investigated by‌ the Head of House. The nature and extent of the investigation will‌ depend upon the nature of the behaviour and its seriousness.‌‌ As far as is reasonably possible the investigation and its outcome will be‌ kept confidential although parents of students involved will be informed.‌ 9.36.4 Reporting‌ All reports of bullying will be investigated by the Head of House in the Secondary School and the Classroom Teacher in the Junior School. The nature and extent of the investigation will depend upon the nature of the behaviour and its seriousness.‌‌

As far as is reasonably possible the investigation and its outcome will be kept confidential although parents of students involved may be informed.‌ 9.36.5 Agencies and Youth Counselling Service‌ w‌w w.headspace.org.au‌

Kids Helpline‌

1800 551 800‌

Youth Line‌

9388 2500‌‌

www.moodgym.anu.edu‌ www.reachout.com.au‌

(Samaritans 24hr line)‌

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

‌Life Line‌

www.reachoutcentral.com.au‌ 9.36.6 Please Report‌‌

131 114‌

Youth Focus‌

9361 4222‌

Youth Legal Service‌

9202 1688‌

Fremantle Headspace‌

(08) 9431 7453‌

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.‌

60/62 Pakenham St, Fremantle WA 6160‌

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9.37 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

Students are given constant encouragement when they display appropriate behaviours. Little time and attention is given to negative behaviours so as not to encourage them. We encourage students to learn from each other doing the right thing.‌

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

Clear verbal and physical direction of what is acceptable is modelled to the students. Often

Reinforcement‌

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

A natural consequence occurs without intervention. For example, a student who refuses to

Consequences‌

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.‌

Logical

An example may be if a student leaves rubbish on the ground he need to pick it up and

Consequences‌

place it in the bin. It acknowledges mutual rights, respect and responsibility.‌

Behavioural

We encourage students to be good decision makers who understand choices. In this way

Consequences‌

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.

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9.38 Junior School Rules‌

1‌

I am respectful.‌

2‌ I am not disruptive to others.‌ 3‌ I do not answer the teacher back.‌ 4‌ I listen and stay on task when learning.‌ 5‌ 6‌ 7‌ 8‌

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.‌

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

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

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

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

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

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9.41 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.‌

9.42 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

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

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

Year 10 student mentors work with Year 7 students and Year 11 student mentors work with Year 8 students to help them:‌ To adjust easily to a new class and school,‌ To resist peer pressure to behave anti-socially,‌ To develop responsibility, self-confidence and leadership qualities,‌ To learn ways of relating positively to others,‌ To contribute to a spirit of community.‌

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

9.44 Permission to Drive/Carry Passengers‌ to and from School‌ Any student who wishes to drive a vehicle to school must apply to the Head of Senior School.‌

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

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

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9.46 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.‌

9.47 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.

9.48 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 (e.g.

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.‌

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

9.49 Use of Diary‌‌ The student diary has many functions amongst which are:‌ a means of organising the student‌ recording homework to be completed‌ planning study sessions‌ recording of activities in the near future‌ allowing tutors and other staff to monitor a student’s workload and progress‌ a means of communication with parents‌ Please ensure that you actively encourage all students to use their diaries effectively.‌

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

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

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

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Health and Safety at Work

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

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

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

Grounds and Maintenance‌

General Teaching and Administration‌

Design and Technology‌

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

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

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

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

Where a student is injured or harmed, the staff member supervising the activity or is responsible for‌ the student’s welfare at the time is to submit the Injury Report.‌‌ On occasions where a staff member is injured and unable to submit an Injury report, their supervisor is to submit the report on their behalf.‌

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

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

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

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Marketing and Public Relations

11.1‌ ‌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.‌

11.2 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.‌

Departments, specific groups, or Houses intending to produce new publications or printed material must first obtain approval from the Vice Principal.‌ 10.2.1. Designing Uniforms for Tours‌ Students participating in tours are required to wear the AC Red‌ Polo shirt and AC Tracksuit.‌ ‌10.2.2 Media Contact All communication with the Media must be approved by the Principal. Official Media communication is managed by the Principal and the Marketing and Communications Manager.‌

Staff members are prohibited from making public comments or‌ expressing opinions on College, staff, or student matters,‌ including achievements in sports, academics, music, or other‌ activities. Media-related requests must receive written approval‌ from the Principal and adhere to the outlined procedures.‌

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

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

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

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

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

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

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

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The College has two main sources of income being Federal and State grants and income from parents. At Aquinas College, approximately 70% of income is derived from parent income. Salaries and wages and related costs constitute approximately 65% of the total expenditure of the College.

Other expenditure relates to items such as subject expenditure, boarding running costs, utilities, administration, grounds, maintenance, security costs, etc‌

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

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

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

11.5 Information Communication Technology‌ 11.5.1 ICT Devices and Use‌ Teaching staff who are employed on a permanent full time basis at Aquinas College will be provided with a computer device which the College perceives as appropriate to carry out their responsibilities at the College. Non-Teaching staff who are employed on a permanent full time basis at Aquinas College will be provided with a computer device appropriate for their use at the College if the College perceives that a device is required to carry out their responsibilities.‌ 11.5.2 ICT Use by Staff Policy‌‌ Please refer to the College portal for the ICT Use by Staff Policy. Breach of the college policy may result in disciplinary action.‌ 11.5.3 Device‌‌ The College expects staff members to use College devices safely as per its specific purpose and as instructed. Please ensure that the device has a password for access and a time limit on non-use of the device. The device should be stored safely in a locked cupboard or room when the staff member is not present. Please do not leave the device in your vehicle when unattended. The College provides a carry bag please use this when transporting the device.‌

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11.5.4 ICT Helpdesk‌‌ The ICT Helpdesk is your central point of contact for reporting all ICT related problems. You may contact the help desk regarding computer, software and printing issues. To contact please dial ext.

320 or email ‌helpdesk@aquinas.wa.edu.au‌ 11.5.5 Copying Files and Software‌‌ Software may not be loaded on to any College devices without prior written consent from ICT. This includes downloading files from the internet.‌ 11.5.6 Storage of Files/Data‌ All College data must be primarily stored on the College servers with no data is to be stored on the local hard drives of a College provided device. Please be aware that the College does not backup individual devices.‌

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

Additionally, under no circumstances should confidential information to be transferred or copied from the College’s servers, this includes copying information to the local hard drive of the device and/or any cloud storage service and/or any transportable device.‌ 11.5.7 Personal Use‌ ICT is primarily to be used for Aquinas College work related purposes and personal use should be kept to a minimum. Staff are required to use email and internet systems in compliance with the College’s policies and procedures.‌ 11.5.8 Monitoring / Logging / Recording‌ Staff members must be aware that the College logs and records all use of the College device and network services including internet use. Inappropriate use the device may result in disciplinary action and the logs and records used as part of evidence in this actions.‌ 11.5.9 Knowledge Management‌‌ Shared folders are an important aspect of knowledge management and sharing information‌‌ at Aquinas. Access to the shared folder is subject to the designated Head of Department’s authorisation.‌

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

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

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

Please refer to the procedures in respect to operational issues on the staff portal.‌ 11.6.1 College Alarm/Security‌ The Operations Emergency phone number is 0400 229330. This number is staffed 24 hours a day and is for emergency use only.‌

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

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

Therefore, out of courtesy and consideration, it is imperative that the emergency number is contacted in such an event, otherwise there will be a requirement for on-call personnel to attend to the activated alarm. You may find it useful to save this number in your mobile phone, particularly if as part of your role, you are required to access the College buildings outside of normal operating hours.‌ 11.6.2 End of day Classroom Procedure (Teaching Staff)‌ At the end of each school day the ‌College requires teaching staff to secure the classroom that they used to conduct their final timetabled class of the day.‌ Specific required activities include:‌ Close all windows;‌ Switch off lights, projectors, fans and/or air-conditioners; and‌ Ensure classroom is tidy, with litter and rubbish placed in bins provided‌

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

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

11.6.4 College furniture and equipment‌ Should you wish to utilise college equipment or furniture for temporary purposes, the College‌ requires you to place your request with the applicable staff member responsible for the equipment.‌ E.g. Sports equipment – Director of Sport. On completion, equipment and furniture is to be returned‌ to where it is normally stored.‌‌ 11.6.5 Facilities/Maintenance Request‌ Should you require maintenance assistance from the Operations and Facilities teams, please place‌ your request using the booking system,‌ ‌which can be accessed via the College ‌Portal/Staff /Links/‌ Maintenance Request form.‌

11.7 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.

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

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

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

11.7.2 Functions If staff members require specific 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.

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11.7.3 Front and Back Gate Opening Times‌ If staff require the Mount Henry Road or Redmond Street entry gates to be open outside of the hours set out below, please complete a function request form and follow the function request procedure set out on the College portal.‌ School Term Dates - Weekdays‌ Mount Henry Road‌

‌5.00am until 9.30pm‌

Redmond Street‌

‌4.15am until 6.30pm‌

Roundabout Gate‌

‌5.00am until 6.30pm‌ ‌

School Term Dates - Weekends‌ Mount Henry Road‌

‌5.00am and 9.30pm‌

Redmond Street‌

‌4.15am until 6.30pm‌

Roundabout Gate‌

‌5.00am until 6.30pm‌

School Holidays‌ At all times consider gates closed.‌

11.8 Boarding‌‌ Aquinas College provides facilities for 200 boarders, Years 7 – 12.‌ For additional information please refer to the Boarding Handbook, available on the College Portal.‌

READ THE‌

Boarding Handbook

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aquinas‌.wa.ed‌‌u.au‌