Rejoice always, pray without ceasing, give thanks in all circumstances; for this is the will of God in Christ Jesus for you.”
1 Thessalonians 5:16-18
Junior School Handbook
We acknowledge the Dharug, Darkinjung, Wonnarua and Yolŋu peoples who are the traditional custodians of the land on which Barker College, Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker stand. We pay respect to the Elders past, present and emerging of the Dharug, Darkinjung, Wonnarua and Yolŋu nations and extend that respect to other Indigenous people within the Barker College community.
The International Baccalaureate® Mission Statement
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Introduction
Welcome to the Junior School, and what promises to be another exciting year in the development of each and every student.
The decision to commence an education at Barker in the Junior School is significant and it brings a responsibility that we take seriously. I am confident that your child will benefit from their time in the Junior School, a critical time in their developing education.
This is an exciting time to be joining our Junior School.
The Junior School Copeland building, Kurrajong building and the Senior Primary Centre offer state of the art teaching and learning facilities. The generously sized classrooms, connecting common areas and additional teaching and learning facilities provide a warm and ambient environment where the learning community interacts and shares a diverse range of daily experiences.
The development of strong foundational skills in literacy and numeracy is paramount to successful learning and this is the cornerstone of our educational programs. The Junior School continues to implement inquiry learning with the Primary Years Program (PYP) of the International Baccalaureate Organisation. This program is a global curriculum framework that allows state or national mandated curricula to operate within that framework. It aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
We also continue to ensure that students begin their reading and literacy journey with a structured phonological awareness program supplemented with other teaching and learning
strategies to give all learners appropriate foundation skills. Writing is an important communication tool and we ensure all Junior School students develop skills in this area through the implementation of appropriate programs.
An engaging co-curricular program offering experiences in sport, outdoor education and the creative and practical arts complements the academic program providing a diverse range of experiences and opportunities for the students to develop their talents and abilities.
The Junior School is a community where wellbeing occupies a prominent place, one in which the building of relationships is a priority. Our aim is for students at Barker to thrive. The Thriving Framework, outlined in following pages, sets the four foundations for thriving at Barker; Inquiry, Rhetoric, Gratitude and Service. The Junior School has developed a reputation for supporting each child in a personal and caring way. A number of measures are in place to ensure a smooth transition to Barker for all new students. The key is the development of relationships enabling your child to feel welcome at the beginning of this exciting new journey.
Martin Lubrano Head of Junior School
Absence
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Wellbeing is expressed in all areas of College life at Barker and is underpinned by Barker’s Thriving Framework: Inquiry, Rhetoric, Service and Gratitude. The first two pillars refer to our cognitive or intellectual growth. The second two refer to wellbeing and resilience. A human being fully alive will hold their intellectual and spiritual self in a harmonious whole and this harmony will make them strong all their days.
Inquiry is learning to wonder, learning to imagine and to ask questions about the world around us. We want to educate students to wonder about their world rather than simply being passive learners who await curriculum and syllabus designers to tell them what we need to know. So many things are changing rapidly. A 21st Century learner has a vast corpus of information at their fingertips. Good schools will educate students to wonder and inquire so as to be able to access this vast sea of knowledge.
Rhetoric is understood in the way that Greek philosopher Aristotle spoke some 2400 years ago – learning to think, to reason, to persuade. A thriving learner at Barker will know how to think and how to engage in respectful discourse with others at a time when so many things once taken for granted are being called into question.
Gratitude is learning to express thankfulness for the countless blessings that flow from our education, our community and our
world. Deep gratitude amplifies the good things in our lives and is one of the best catalysts we know for resilience and for what psychologists call grit. Each of us are a gift to one another and we all need to learn to express gratitude for the ways in which our lives are enriched by the lives of others.
Service is learning to seek the welfare of our community for, as the prophet Jeremiah says “in its prosperity lies your prosperity” (Jer 29:7). A thriving person at Barker will seek to serve others both now and all their days. Gratitude and service will be a habit of mind.
All teaching and learning programs in the Junior School are delivered through the framework of the IB Primary Years Program. The International Baccalaureate Organisation Primary Years Program (PYP) promotes inquiry, that is an authentic way for students to relate to, explore and understand the world around them. It is a vehicle for learning that is student-centred, concept-based, question driven and develops students to be positive global citizens who can make a difference. The guided inquiry approach allows for a combination of teacher facilitation and for students to drive their own learning.
Students are genuinely curious and actually want and need to know more about the world they live in, both on a local and global level. Guided inquiry allows them to be actively engaged in their own learning and also begin to take responsibility for their learning.
The inquiry process is initiated through a provocation that sparks the interest, looks for prior knowledge and starts the process of engaging students to a new and deeper level of understanding. This active building of knowledge is a constructivist approach to education. It is child-centred and respects the student’s developing ideas and understanding of the social and
natural world. Inquiry learning lends itself beautifully for differentiation in the classroom. It allows students to engage at their level of understanding as the teacher works alongside to provide explicit skill teaching to create the strong foundation of the inquiry process.
The syllabus documents as prescribed by NSW Education Standards Authority (NESA) are mapped across the six transdisciplinary themes of the PYP teaching and learning framework. Those six themes being; Who We Are, Where We Are in Place and Time, Sharing the Planet, How the World Works, How We Organise Ourselves and How We Express Ourselves.
The Junior School includes in its weekly timetable specialist subject classes in Christian Studies, Italian, Music, PDHPE, Visual Arts and STEAM (2 - 6).
A Transdisciplinary Approach
Through collaborative planning of integrated inquiry units amongst our class and specialist teachers and with strong lines of communication, we are able to ensure that regardless of where the student is learning or which teacher is leading the class, our students are learning key concepts, knowledge, understanding and skills related to that integrated unit.
A focus on conceptual understanding provides the opportunities for cross discipline links and the development of powerful ideas. Coherence is built across the curriculum. By starting with a student’s prior knowledge, and by confronting and developing their earlier conceptions and constructs, teachers can begin to promote real understanding. Learners begin to construct meaning through improved critical thinking and the transfer of knowledge.
Enrichment, Academic Extension (ASPIRE) and Support
Enrichment is learning that is accessible to all students in the Junior School. The focus of our teaching and learning practices is to differentiate in a way that takes our students from where they are to the next steps in their learning journey, building knowledge, understanding, skills, attitudes and actions.
The Director of Primary Curriculum, ICT Digital Learning leaders, ILC Staff and Gifted and Talented Coordinators all work closely with the classroom and specialist teachers to plan differentiated inquiry units to extend and enrich experiences of higher order thinkers.
The Gifted and Talented (ASPIRE) Coordinator identifies and works with teachers to help plan, model and guide students identified as gifted and talented. Programs such as Literacy for Deeper Understanding, Latin for mastery spellers, Philosophy, Future Problem Solvers, Maths Olympiad, Maths Games, DaVinci Decathlon, Ethics Olympiad, Tournament of the Minds and various competitions are all examples of opportunities provided to students of ability. The Junior School also sends students to various Gifted and Talented student workshops. Students are identified for Gifted and Talented programs through teacher referral and identified assessment data.
Learning Support
The Junior School has dedicated learning support staff to support and provide assistance for those students who are experiencing difficulties in literacy and numeracy skills or with English as an additional language or dialect.
what their students can do and allows for understanding of strengths and areas of growth in real time. Seesaw engages families in conversations centred on the student’s learning.
Assessment and Reporting
Assessment in the Junior School embraces the outcomes model proposed by the NSW Education Standards Authority. We also, in line with the International Baccalaureate Primary Years Programme framework, value our students actively engaging in assessing and reflecting on their learning, acting on feedback from peers and teachers to feed forward to next steps in learning. It is a varied and ongoing process that involves both summative and formative assessment information about a student to establish what they bring to their learning, where they are at with their learning and what the next steps in their learning should be.
The school report forms an important part of the communication between the School and parents about the academic progress of the child. At Barker, formal reports are issued twice a year, at the end of each semester.
Powerful drivers of student improvement are the giving of specific feedback on how to improve and having students reflect on the work they have completed.
For Junior School reports, our reporting systems have been reimagined to be more forward focussed, as well as timely, and consequently shifting the focus on improving the student. This is called progressive reporting and is for all students in Kindergarten to Year 6.
Parents receive an Academic Transcript in late June and November of each year. This shows a student’s learner agency (effort), and a measure of their academic performance in each subject, over the reporting period.
During the semester, for each subject, in addition to the usual day to day class and homework, there will be other occasions where students submit work and receive feedback.
This will be organised in our learning management system, Canvas (Years 3-6) and Seesaw (Years K-2). These are called checkpoints and the activities are low stakes opportunities to seek and receive feedback.
For each checkpoint activity the teacher will write feedback providing clear and concise information about strengths and areas for improvement of the submitted work. These will be published to students and parents through Canvas (Years 3-6) and through Seesaw (Year K-2).
Checkpoint activities may or may not have a mark or grade attached to them. The essential component is the feedback.
It is important to note that teacher feedback will be directed at the student and not the parent. Consequently, the language used will not be formal report writing language and will not be proofread. The feedback is designed to be accessible to the student.
A significant driver of student improvement is for students to reflect on any feedback. Therefore, students will be asked to respond in a comment section underneath the teacher’s feedback.
With this shift of emphasis to student improvement, we hope that students can easily understand one or two areas required for improvement that they can apply to future learning tasks.
The frequency of such feedback is such that there should be a continual cycle of task submission, feedback, reflection and enacting feedback to improve the next piece of work.
Curriculum
The traditional formal assessment tasks will continue to occur. However, these should be supported by some of the other checkpoint activities throughout the semester. The semester grade will be based on the formal task(s), but final allocation of grade is often informed by other measures occurring during the semester.
Formal parent-teacher interviews are provided to all parents/guardians in Term 1 and student/parent/teacher three-way confrerences are held in Term 3.
Interviews on request can be arranged at any time throughout the year.
International Baccalaureate Primary Years Programme Model
Standardised tests are administered each year and this information is used as an initial benchmark to establish teaching and learning planning and practices. Diagnostic testing is administered where required to assist teachers in establishing benchmarks and areas for further development.
Year 6 students are also presented with two certificates, one being a Certificate of Attainment at the completion of their final year in Junior School summarising their achievements and personal contribution to the life of the Junior School. The other being a certificate to celebrate the completion of the International Baccalaureate Primary Years programme.
Curriculum
Inquiry
Inquiry, as the leading pedagogical approach of the Primary Years Programme (PYP) recognises students as being actively involved in their own learning and as taking responsibility for that learning. PYP learning is approached with a spirit of inquiry. Drawing from the transdisciplinary themes and students’ interests, inquiry is an authentic way for students to relate to, explore and understand the world around them.
As part of the learner profile, students are supported in becoming “inquirers”. Inquiry nurtures curiosity and promotes enthusiasm for life-long learning. Effective inquiry encourages students to think, challenge and extend their ideas; it prompts students to reflect and take action. Through the inquiry process, students develop and demonstrate/ practice the approaches to learning and attributes of the learner profile.
Inquiry is purposeful and authentic. It incorporates problem solving and supports students in achieving personal and shared goals. Inquiry extends students’ learning when the exploration of initial curiosity generates new questions and wonderings. By situating inquiry in meaningful contexts, connections are made between personal experiences to local and global opportunities and challenges.
Specific Concepts
Specific concepts drive learning experiences and help to frame a unit of inquiry. By identifying and investigating specific concepts, students learn to think critically about big ideas. This may be done through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions, the inquiry is directed, purposeful and manageable.
Central Ideas
Central ideas in conjunction with the key concepts drive all of our units of inquiry and are the ultimate enduring understanding we are seeking to ensure our learners have grasped.
Learner Profile Attributes
The learner profile supports students in developing international-mindedness and in taking action for positive change. Exercising their agency, students take ownership of their learning, express their ideas and opinions, and reflect on their development of the learner profile attributes.
Students have a range of opportunities to develop, demonstrate and reinforce attributes of the learner profile in the daily life of the learning community.
Agency
When learners have agency, the role of the teacher and student changes; the relationship between a teacher and a student is viewed as a partnership.
Exhibition
At the completion of their time within the Primary Years Programme, students in Year 6 demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of a mentor. Through the exhibition, students demonstrate their ability to take responsibility for their learning—and their capacity to take action—as they are actively engaged in planning, presenting and assessing learning.
The exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
Approaches to Learning
The IB’s ATL aim to support student agency and the development of cognitive and metacognitive skills and dispositions so that students view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). Together, these ATL help students think, research, communicate, socialise and manage themselves effectively.
Curriculum
PYP Transdisciplinary Themes
Where We are in Place and Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Sharing the Planet
An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolutions.
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on human-kind and the environment.
How We Express Ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
learner
learner
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi cance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves con dently and creatively in more than one language and in many ways. We collaborate e ectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di erence in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing di erent aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
The IB learner pro le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
3
Homework
At the end of their School day, a time for reflection, a time for free and imaginative play and a time for active relaxation, is crucial to the development of young children.
Aims
• To enable students to assimilate and consolidate learning undertaken as part of their regular program and to prepare for future learning.
• To train and cultivate habits of selfdirected study.
• To stimulate cultural and recreational interests that will lead to the profitable use of leisure time.
Organisation
Homework will be set on a regular basis. The amount of homework to be set should approximately follow these guidelines:
Pre-Kindergarten: No homework.
Kindergarten - Year 2: Homework will be set on a regular basis up to 15 - 20 minutes each evening.
Years 3 - 4: Up to 30 minutes each evening.
Year 5: Up to 45 minutes each evening.
Year 6: Up to 45 minutes each evening.
Homework will not be set for the weekend or for holidays.
General Points
Parents/guardians desire a reasonable amount of homework for their child. It is important that teachers and parents/ guardians co-operate to ensure that homework is a worthwhile activity.
To assist in the communication between home and school, each child will have a Barker diary. Messages or comments from teacher to parent/guardian, or from parent/ guardian to teacher, may be written in this diary. Some classes set their homework online, through the School’s learning management system, otherwise it may appear in the diary.
A parental/guardian signature in the diary indicates to the teacher that homework is being monitored at home.
Should homework be taking longer to complete than the guidelines, then parents/ guardians are requested to notify the teacher. The students at the Junior School have a very full life and it is important that a balance be maintained between school commitments and outside interests.
Books and stationery
Books and stationery are issued to students through the School and are charged to parent/guardians’ School accounts.
Help me this day, O God
To try to think in a kind way
To try to act in a kind way
To try to speak in a kind way
That I might leave my school this day
Knowing that I have shown kindness to others
For Jesus Christ’s sake, Amen
House System
The Junior School is divided into six Houses. Students are allocated to a House and represent their House in sports and other co-curricular activities. The Houses and their emblems are displayed on this page.
A House Points competition operates throughout the year. Students are able to earn points for various achievements.
These points may be given by a staff member both inside and outside the classroom. House points are collected at the end of each week and announced at Assembly.
At Celebration, the House Shield is presented to the House gaining the greatest number of points throughout the year.
Wellbeing in the Junior School
Wellbeing Connect provides dedicated time in all classes during the school week to focus on social and emotional learning intended to inform and support personal wellbeing. The themes are largely informed through the intentional exploration of safety as number one, kindness as number two, The Barker College Values, the Thriving at Barker Pillars and the learner attributes of the PYP Learner Profile. We speak of making our attributes and values visible in thoughts, actions and words. We aspire to see the students demonstrate evidence of their learning that influence school climate and permeate from class into the experiences and relationships both at school and beyond the Mint Gates.
The Junior School provides a structured environment in which an atmosphere of acceptance, tolerance and care are fundamental. The partnership between home and school creates the circles of care that provide and expression of shared values and support for the growth and development of every child.
Our commitment to student wellbeing is realised in fostering positive partnerships in all areas of school life and across the breadth of school experience for the children. The classroom and the positive working relationship with class teachers is the primary point of contact and crucial in shaping a safe and secure school experience for every student.
Wellbeing and Expectations
Developing a positive classroom climate conducive to supporting learning for all, is key. The IB’s four principles of good practice are reflected across the Junior School as our teachers and staff seek to affirm identity and build self-esteem, value prior knowledge; scaffold and extend learning.
The development of essential agreements for learning and working in community, promote the understanding of shared expectations for each class.
Teachers adopt a constructive approach to care. They strive to foster positive relationships with students to promote learning and personal growth. Praise and feedback are an important element. Merit certificates are awarded for both academic achievement and behaviour. House points are a long standing and popular tradition in the Junior School with students taking pride in achieving for their House. Parents/guardians are kept informed through the Junior School Diary or through parent/teacher communication.
Students are appropriately challenged by their learning, expectations of them are high but realistic, students belong to the community and feel cared for, trusted, understood, valued and safe. It is important that all students are included in decisions about their learning, have opportunities to develop the attributes of the learner profile and deepen their understanding of themselves as learners.
URSTRONG’s whole school friendship strategy provides teachers with a friendship skills curriculum that helps the children establish and maintain healthy relationships, manage conflict with kindness and develop resilience.
Peachy the Therapy Dog
Peachy is a Moodle (Maltese Terrier x Toy Poodle). She is based within the Junior School at Barker and has been training with Therapy Animals Australia since she was 14 weeks old. Peachy is an authorised Therapy Dog and continues to train frequently with them. She forms part of the Junior School Wellbeing program and is accessible to students, staff and the community. She has a designated play space, is around the school and playground and has a flexible timetable that staff can book for her to visit the classroom. Perceived positive benefits of the impact of dog-assisted wellbeing interventions have been acknowledged over time and shared in various contexts. As a school we harness the social and emotional benefits of a school-wide dog-assisted wellbeing intervention for students.
Bullying
Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert).
Single incidents of harassment and conflict or fights between equals, whether in person or online, are not defined as bullying. However, reporting such incidents for the safety and wellbeing of all is very important.
The School Policy on Bullying and Harassment states that:
1. Staff and students at Barker support a climate of respect and care for others. Barker College thus actively promotes respect for and tolerance of individual differences.
2. At Barker College bullying in all its forms - physical, emotional, verbal and cyber, is totally unacceptable.
3. The School is committed to minimising all forms of harassment.
4. The School is committed to supporting the wellbeing and safety of all students, with staff and processes in place to support and respond to any concerns.
5. While recognising that the School’s first priority is to support victims of bullying, the School will also provide support for the student engaging in inappropriate behaviour towards others.
What to do if you are concerned about your own wellbeing or the wellbeing of someone else.
• Tell someone. This person may be your parent/guardian, a member of staff or another adult.
• If you think someone else is being bullied, tell someone: tell your parents/guardian, or a teacher.
• If bullying occurs at school, during school functions, or on the way to or from school, you should contact your class teacher, any member of staff, or the Head of Junior School.
Mobile Communication Devices
Mobile Phones
It is expected that students who bring a mobile phone or a wearable communication device to school do so for emergency communication purposes only when they are travelling to and from school. During the school day, students are to keep the mobile phone turned off and stored securely inside their school bag. Wearable communication devices should have data and messages disabled during school hours.
Communication between a child and home is to occur via the School Office during school hours. Surety in this process is very important.
Students are directed not to use mobile phones walking to and from school, inclusive of pedestrian routes to and from public transport destinations. The use of devices, particularly with headphones while walking, severely impedes the ability of our students to make safe decisions while crossing roads and walking adjacent to traffic.
Buildings
Students may enter the school buildings from 8:00am onwards. School bags/backpacks must be left neatly in lockers and hats are to be hung on the pegs or placed in the school bag. After placing bags and hats, students must move outside promptly.
Students can only be in their classroom under the supervision of a staff member.
Counselling
Barker College makes particular provision for counselling students and their parents/ guardians with respect to the personal development and academic progress of each student.
The School Psychologists are available to speak to all students and parents/guardians. Parents may approach the Psychologists directly for any assistance and advice, or may be referred to them by the student’s class teacher.
Afternoon Departure
Pre-Kindergarten to Year 2
From 2:45pm parents/guardians of PreKindergarten to Year 2 children are encouraged to use the Pick Up Zone under Kurrajong building following the same access as in the morning using the right lane within the school. Please note the following procedures when using the Pick Up Zone:
1. The drivers must remain in the vehicle at all times.
2. Staff members will assist your child with their belongings to the vehicle if required.
3. It is expected that your child is able to fasten their own seatbelt without adult assistance.
4. Bags should be placed in the main cabin of the car. If there is no space, a staff member may be able to place these in the boot. Parents should remain in their vehicle.
5. Once your child has fastened their seatbelt, the vehicle may move slowly away from the Pick Up Zone.
6. Please always follow the directions of security staff and School staff members assisting with this process.
Children with older siblings will be supervised until the time that the older sibling is released from school. The pick-up point for siblings is the end of Chapel Driveway at the corner of Main Oval. Please remain in the left lane.
Families who live near the school may choose to walk to school to collect their child. We respectfully ask that families who drive to school use the pick up arrangements inside the school grounds so that we respect the School’s neighbours and the flow of traffic. Please do not park illegally or block driveways.
Note: The same process will operate from 3:45pm on IGNITE activity afternoons.
If your child is involved in an after school activity then the assigned staff member will collect your child and accompany them to the activity venue on campus.
If your child hasn’t been collected by 3.00pm, then parents will be contacted to confirm pick up arrangements.
Year 3 to Year 6
• Afternoon Pick Up is from 3:00pm for Years 3 - 6.
• Parents/guardians must enter at the Aquatic Centre Gates (upper College Crescent). Cars are to join the line in the right lane and travel around the Main Oval to enter and collect students from Pick Up Zone under Kurrajong:
• Parents/guardians are not to park and wait for their child. To ensure the continual smooth flow of traffic parents/guardians are asked to join the car line and if their child is not waiting when they reach the front of the line, they will need to exit and re-enter the Pick Up Zone under Kurrajong.
• Siblings will all be supervised at the pick-up point at the end of Chapel Driveway at the corner of Main Oval. Please remain in the left lane.
• Students with siblings in Middle or Senior School can be collected at the pick up point at the end of Robert Bland Drive in the right hand lane. These students will be accompanied by a staff member to this zone at 3:20pm, the time that Middle School and Senior School finish.
• Any student at school after 3:30pm, who is registered with OSH Club, will be taken to OSH Club at No 7 Clarke Rd and can be collected from there.
• When IGNITE is held, all pick-ups will be from under Kurrajong from 4:15pm. Please queue in the left lane.
Using Public Transport - Trains
Those travelling on the Northern line must get off at Hornsby Station. They must use the pedestrian lights crossing at the corner of College Crescent and the Pacific Highway. Those travelling on the North Shore line must get off at Waitara Station. They must cross Unwin Road on the north side and the Pacific Highway on the west of Unwin Road.
Students must walk directly to and from the station. They must not enter any shops between the School and the station. Students leave the School by the gates on The Avenue and then travel directly to the station.
The students’ behaviour when travelling to and from school must be such that it brings credit to themselves, their parents/guardians and their school. Students are not to eat or drink in the street, nor on public transport.
Barker College Buses
Families wishing to use one of the Barker College bus services should visit the School Portal and complete an online application.
Please Note: There is only bus travel provided in the morning for students in Kindergarten to Year 2. There is NO afternoon access to buses for Kindergarten to Year 2 students.
Absence from School
All students are expected to attend all day, every school day of the year except;
(a) Where sickness prevents attendance
Sickness
Please email JSabsent@barker.nsw.edu.au before 9.00am if your child is going to be absent from school. It is our legal obligation to know the whereabouts of all students. Should no email be received, the Junior School will contact you to establish the whereabouts of your child.
Notes: If a child has been away for more than three consecutive school days then a medical certificate is required along with a note. These can be either emailed to the JSabsent@barker.nsw.edu.au email or handed to the Office.
(b) Where leave needs to be approved by the Head of Junior School.
Requests for leave of absence from school for any length of time, be it for operations, personal reasons or extra leave for family holidays should be made where possible, at least a week in advance, to the Head of Junior School HOJS@barker.nsw.edu.au.
All Domestic leave requires an email outlining the leave requirement and reason for the leave and should be emailed to Head of Junior School HOJS@barker.nsw.edu.au. Any travel documents need to be attached to this email.
All Overseas leave needs to be requested by completing the Application for Leave form, which can be found on the portal and attaching any relevant travel documentation. These requests can either be emailed to Head of Junior School HOJS@barker.nsw. edu.au or handed in at the Junior School Reception.
All other Absences
Sympathetic consideration will always be given to requests for absences for urgent domestic reasons and is never withheld for unavoidable dental or medical appointments. If your child needs to leave school early or will arrive late to school due to an Appointment, you will need to email JSAbsent@barker.nsw.edu.au with the details.
When you collect or pick up your child you must come to the Junior School Reception and sign the Late Arrivals/Early Pickup Register.
General Information
Late Arrivals and Early Pick-Ups
Pre-K to Year 6 Campus
If your child arrives after 8.25am, it is essential that they go to the Reception, in Kurrajong and sign in. A staff member will then accompany students in Pre-K to Year 2 to join their class and students in Year 3 to Year 6 will have their diaries stamped and be sent to class. Parents/guardians are not permitted to go to the classrooms once classes have commenced.
If you need to pick-up your child early and you have prior knowledge of this, please email both Junior School Reception and your child’s teacher to advise of this and then collect your child from the Junior School Reception area.
If you need to pick-up your child early due to unforeseen circumstances, please telephone the School Receptionist prior to your arrival.
It is essential that we are made aware of early pick-ups, as your child may be in a different part of the campus depending on the time of day. Please collect your child from Reception, in Kurrajong. A staff member will collect your child from class, if they have not arrived.
Please note: Signing the Late Arrivals/Early Pick-Up Register is all that we require for our records.
Sport
Exemption from physical education lessons or from sport is only granted on a doctor’s recommendation as these activities form part of the curriculum.
Students in Years 3 to 6 who are unwell on the morning of their game and cannot attend their game on Saturday please notify the Director of Junior School sport JSSport@ barker.nsw.edu.au.
Requests for leave from Saturday Sport are to be made, at least a week in advance, to the Head of Junior School and can be emailed to Head of Junior School HOJS@barker.nsw. edu.au or handed in at the Junior School Reception.
Accidents and Illness at School
Students who become ill at school or who have an accident are taken to the Health Centre.
Students are treated by the School nurse or an Administration staff member. Should it be necessary, parents/guardians will be contacted in order that they can take their child home. It is, therefore, essential that reliable and up-to-date contact numbers are provided to the School.
Care of and Access to School Facilities
Students are expected to treat school property with respect and care.
There may be no eating, drinking nor unwrapping of food in classrooms, in the Chapel, Leslie Hall, Multi-Purpose Hall, Piazza, Gymnasium or Aquatic Centre.
Chewing gum is forbidden.
Possessions of any implement that can cause harm to others including water pistols are not permitted.
Liquid Paper correction fluid is not permitted at school.
Except under the direction of a member of staff, classrooms must not be used before school, at recess, at lunchtime or after school. Specialist classrooms may be entered only when staff are present.
Uniform and Appearance
The uniform is a symbol of our learning community, our past, our present and our future and the red and blue BC insignia continues to be worn with pride by generations of students.
The School is judged by members of the wider community by the general standard of each student’s dress and appearance. Students are thus expected to understand, appreciate and comply with the dress regulations of the School.
Students are required to attend school with their clothes clean and pressed and their shoes level-heeled and polished. Shirt buttons must be done up and ties worn properly in place.
The Baggy Blue Cap for boys or navy Plume hat for girls is worn in public at all times by students in Years 3 - 6.
Hair should be neat, well-groomed and cut in a conventional way.
For boys their hair should be no shorter than a “Number 2”, be above the collar, not over eyes or ears and to the satisfaction of the Head of the Junior School.
For girls if hair is long (beyond shoulder length), it must be tied back using combs or clips and Plume red or navy coloured ribbons.
No full head bands are allowed.
No nail polish, make up, jewellery (other than watches), Barker badges, and one pair of single plain sleepers or studs may be worn (for girls). Necklaces, bracelets and rings are not permitted, even if family heirlooms.
Students do not need to be in contact with their family during the school day. If parents need to get messages to their child during school hours they should contact the school office – 8438 7888 or email JSreception@ barker.nsw.edu.au
Regulation School uniform must be worn complete and not worn with other nonuniform items of clothing. Casual pullovers may not be worn nor may rugby jumpers.
All items, except shoes, are available at, and should be purchased from, the Plume Store at the School. Clothing items purchased from local retail stores may not be acceptable.
If alterations are necessary, they are the responsibility of the parents/guardians.
Junior School students, Years 3 to 6, wear their PE uniform to school in Terms 1 and 4 and their full tracksuit to and from school in Terms 2 and 4 on their sports training day (Tuesday Y3 & 4, Thursday Y5 & 6), on their PDHP lesson day and any other special sporting occasion as notified by the School.
All items of clothing must be marked with a woven name tape or permanent marking ink.
Stated School Functions
Regulation School Uniform must be worn to all functions connected with the School unless permission to do otherwise is given by the School in a specific instance.
Note: Children are not to wear non Barker items of clothing as part of the School uniform.
Pre-K to Year 2
The design of the Pre-K to Year 2 uniforms reflects a trans-seasonal approach. The designs are practical, versatile and allow for layering. Given our longer summers and milder winters, the uniform for our youngest students is both age appropriate and fit for purpose, whilst allowing parents a choice of garments best suited to their child. A sun safe bucket hat with the BC insignia completes the uniform.
The core items for the new Pre-K to Year 2 uniform are as follows:
• Polo dress (girls)
• Polo shirt
• Shorts
• Navy socks: these are not Barker branded and therefore can be purchased externally
• Black shoe: either a black Velcro combination sneaker shoe or velco school shoe for Pre-K and Kindergarten students
• Year 1 and 2 students should wear black leather lace up school shoes and predominantly white sandshoes for PE classes and sport
• Bucket hat with BC insignia: this is a sun safe hat to be worn during play
• Raincoat: yellow raincoat with BC insignia
• School Bag: regulation Barker Prep sized bag with crest
• Art Smock
Optional Pre-K to Year 2 uniform items
• Track pants for cooler months
• Jumper with zipper for cooler months
• Long sleeve t-shirt with BC for cooler months
• Short sleeve vest for cooler months
• Navy tights in cooler months: these are not Barker branded and therefore can be purchased externally
Pre-Kindergarten to Year 2 Sports Uniform
Terms 1 to 4
Sports Bag: Navy nylon haversack
Sports Shirt: House polo shirt (various colours)
Shorts: Navy microfibre shorts with BC insignia
Sport socks: White ankle socks
Navy Blue Shorts
Shorts
Barker Socks
BAGGY BLUE
Striped Shirt
Unisex Blazer
Plume Felt Hat
Girls’ red knitwear Vest, pullover and cardigan
Long sleeve shirt
Blazer TIE
Striped Dress Pinafore
Long Sleeve Shirt
Long charcoal pants
Boys’ red pullover knitwear
PDHPE
Sports Shirt: Red PE polo with BC insignia
Shorts: Navy microfibre shorts with BC insignia
Sport socks: White ankle
Sports Shoes
Sports Cap: bucket hat with BC insignia or cricket hat
Sports Uniform
Specific sports uniform requirements are available from Plume Store
All Sports
Tracksuit: Barker red tracksuit with BC insignia
Sports Bag: Navy haversack. Please note: No other sports bag may be used.
An appointment should be made for a full uniform fitting, particularly at the beginning of an academic year.
Plume Store
House Activities
The respective House polo will be worn for all House competitions.
Travelling to and from sporting events during school:
In summer, students may travel to and from matches in their full sports uniform. In winter, students may travel to and from matches in their full sports uniform provided they wear their full school tracksuit.
Student spectators on Saturday, wear their school uniform, sports uniform or full school tracksuit.
Students attending after match functions on School grounds, must wear their full tracksuit.
All uniform items can be purchased at the school uniform shop known as the Plume Store
Location: 25 Clarke Road, entry from Marillian Ave
Telephone: 9053 2876
Email: plumestore@noone.com.au
Term Trading Hours
Monday to Friday: 9.00am - 4.30pm
Online Store
Parents can shop online if that is more convenient. www.noone.com.au/school/barker-college/shop
Payment: Cash or Credit Card
Sport
Pre-K to Year 2
PDHPE
All Pre-K to Year 2 students are engaged in an active, age appropriate skill-based, PDHPE program. They participate in movement activities such as running, jumping, skipping and hopping. Their energy is focused upon hand-eye coordination activities including throwing, catching, bouncing and batting. These activities promote fitness, cooperation and turn taking. Students are always enthusiastic, excited and keen to be involved in a supportive environment designed for all to succeed.
Sport
Building on the PDHPE program, the Kindergarten to Year 2 students participate in a structured sport session each week. Students are introduced to the skills necessary for involvement in the traditional sports played at the school. These sports include; Basketball, Netball, Tennis, Cricket, Football, Rugby and Touch Football. Compulsory Saturday sport is introduced for all students in Year 3.
Carnivals
Pre-K to Year 2 students participate in the Junior School Cross Country Carnival and the Athletics Carnival along with the students in Years 3 to 6.
Intensive Swimming
At the end of Terms 2 and 3, Kindergarten to Year 2 students participate in an intensive swimming program at the Barker Aquatic Centre. These daily sessions focus on developing the students’ confidence and competence in water familiarisation, buoyancy, mobility, water safety, survival skills and basic swimming strokes.
Swimming Carnival
The Pre-K to Year 2 Swimming Carnival is held at the end of Term 3 and highlights the skills developed by the students during their intensive swimming program. Each student’s achievements are showcased and celebrated.
Hotshots Program
In Term 4, Kindergarten to Year 2 students participate in the Tennis Hotshots program. This program has been specifically developed for students of this age group by Tennis Australia. Our PDHPE specialists, tennis coaches and teachers are all involved in this program. The courts, equipment and rules are modified to enable the students to develop tennis skills at their own pace.
Year 3 to Year 6
Sport is an integral part of a student’s journey at Barker with the underlying aim to develop potential both on and off the field/court. Sport at Barker is compulsory for every student from Year 3 to Year 12.
Being involved in team sport allows for physical development as well as the development of social skills, cognitive functioning, resilience, confidence and overall wellbeing.
Summer Sport
The Junior School offers a number of summer sports options including Basketball, Cricket, Tennis and Waterpolo. Girls can choose to play any of these activities with the boys and are also offered Girls’ Football and Girls’ Waterpolo as a choice in Term 1 and Girls’ Basketball, Tennis and Cricket in Term 4. Each of these activities involve mid-week practices, with a Saturday morning competition game. All Junior School students in Year 3 to Year 6, may try out for any sport they wish but it needs to be kept in mind that often numbers will dictate the final team selection.
Sport
On occasions, students may be offered an alternative sport skill development program.
During Term 1, students in Year 3 are offered a program called “Sport Ready”. This program is focused on developing a student’s physical literacy in a fun and engaging way.
Winter Sport
Winter sport follows a similar process to summer sport with mid-week practices and a Saturday morning fixture. In winter, the coeducational sport options include Rugby, Football (Soccer) and AFL (Year 5 & 6 only). Additionally, Independent Primary School Heads of Australia (IPSHA) girls’ options over winter are Netball or Hockey in Term 2 and Touch Football or AFL in Term 3.
House Sport
The students will be involved in House competitions in Swimming (Term 1), Cross Country (Term 1), winter sports (Term 3), Athletics (Term 2 and 3) and summer sports (Term 4).
Carnival Sports
In addition to the compulsory sports program, students have the option to be involved in the Carnival Sport Program whereby they may be selected to represent the School at various carnivals. These carnivals include Swimming (Term 1 and 4), Athletics (Terms 3), Cross Country (Term 1) and Snow Sports (Term 2/3 holidays).
Individuals may also be selected to represent the School in Gymnastics, Golf, Equestrian and Diving. Students are able to represent IPSHA, CIS (Combined Independent Schools) and NSW (State) for outstanding sporting performances.
Fixture information
Inter-school fixtures are held on Saturday mornings. It is compulsory for students to attend these Saturday matches. Absence from Saturday matches will be permitted only in the case of illness or injury or where prior permission has been granted for an occasional justifiable alternative activity. Students should travel to and from fixtures in their correct sporting attire.
Please note that permission for an exemption from a Saturday fixture should be made to the Head of Junior School in writing at least a week in advance of the requested exemption, via HOJS@barker.nsw.edu.au
Co-curricular Activities
A wide and varied range of co-curricular activities are open to all Junior School students. It is important to note that there may be an additional cost for these activities and they may be limited to a maximum number of participants.
Pre-K to Year 2 Lunchtime and Afternoon Activities include: Crusaders, gardening group, swimming lessons and tennis sessions.
There is also the opportunity for Private Music Tuition in piano, violin and cello throughout the school day.
Year 3 - 6 Before School, Lunchtime and Afternoon Activities include: Crusaders, Music ensembles and performance groups, Chess Competitions, Debating, Swimming Squads, Fitness group, Sport Skill Development sessions, Tennis lessons and squads, Footprint group.
There is also the opportunity for Private Music Tuition in an array of instruments throughout the school day.
IGNITE (Kindergarten to Year 2)
IGNITE Program is available three afternoons each week where students may pursue an interest or talent eg, Dance (Hip Hop, Jazz and Ballet), Tennis, Chess, Taekwondo, Football, Robotics and Mandarin. The IGNITE program is offered each semester for approximately 16 weeks. Additional information is available on the Portal, or email ignite@barker.nsw.edu.au
IGNITE (Year 3 to Year 6)
IGNITE Program is available three afternoons each week where students may pursue an interest or talent e.g. Cartooning, Jazz, Chess, Taekwondo, Robotics, Dance, Drama, Coding, Football, Art, Debating, Public Speaking, Creative Writing, Taekwondo, Woodwork.
The IGNITE program is offered each semester for approximately 16 weeks. Additional information is available on the portal, or email ignite@barker.nsw.edu.au
Barker Dance
Barker competitive Dance is available from Years 1 - 6 with our Show Troupes. These students are required to audition for selection into competition/performance based troupes that represent Barker College on the educational school dance competition circuit throughout the year. They are a wonderful opportunity for those students who have a natural dance flair and would like to be more involve.
Communications
The Barker Bulletin and Junior School News
A weekly bulletin which keeps students and parents/guardians informed of the dayto-day activities of the School from PreKindergarten to Year 12. This newsletter is published each Friday.
ICT Support
All Barker parents and guardians are provided with portal access. Student timetables, reports and assessment schedules, calendar, and co-curricular information are available to parents, guardians and students in the portal. Information is disseminated using this platform so it is important for you to have access.
The ICT Service Desk (iCentral) can be contacted to resolve any access or service difficulties for parents, guardians and students either via email icentral@barker. nsw.edu.au or by telephoning (02) 8438 7775. iCentral is open Monday to Friday from 7.30am to 5.30pm during School term time and 8am to 4pm during non-term time.
The Year in Review
The Year in Review is published each year, featuring highlights of the School year. It is distributed at Celebration (held in early December each year) and a copy can also be viewed at www.barker.college/news-events/ barker-publications.
The Barker
A biannual magazine published for the Barker Community containing news and information about the activities of the students and staff, the Old Barker Association, The Barker College Parents’ Association and the Barker Foundation.
The Barker is also available online barker. college/news-events/barker-publications
Social Media
We encourage the Barker Community to follow what is happening at the School via our Facebook, Instagram, Twitter or YouTube channels. Links to these pages can be found on the home page of the Barker website www.barker.college.
School Map
Cadet Office B:7
Careers & Counselling E:10 Carter House C:10
Centenary Design Centre H:7
Communications C:10
Copeland/Junior School East F:3
David Gamson Centre B:8
Dining Hall B:10
Enrichment Centre F:4
Enrolments Office (Carter House) C:10 Finance D:10 Foundation C:11
