Version 8.1
Last Updated: March 2023
Date of Next Review: December 2023
Document Owner: Dean of Staff
Reviewer: Dean of Staff
This is a controlled document. Hardcopies of this document are considered uncontrolled. Please refer to MazCom for the latest version.
I would like to warmly welcome you to Mazenod College. Since our beginning in 1967, the College has had a proud history of educating boys in the charism of the Oblates of Mary Immaculate. The greatest challenges to the world students at Mazenod will experience into the future are the result of technological advances and the extreme acceleration in the pace of change associated with communications. Mazenod will need to be agile to meet these challenges, positioning graduates at the greatest advantage while giving them a wellrounded experience in moral and spiritual sphere, and providing education about the changing modes of communication.
Graduates who have a social conscience and who are prepared to make a difference in the world is central for Mazenod College. Rituals, symbols and religious experience are significant experiential elements of school life where students may encounter God. Integrating social justice and spirituality into the formal curriculum is an important part of culture and an area that has potential for development. The search for meaning, affirming our identities as human beings, and liberating young people to build a better world, is fundamental to an education in the charism of St Eugene de Mazenod.
I do not want Mazenod to be a place where the teachers teach, and the pupils are taught. This may require a shift to move from traditional ‘power over’ responses to engaging with each other to a ‘power with’ position that flows from the principles of common ground. These principles of common ground are an acknowledgement of people’s differing perceptions and feelings in finding the space to work together to resolve differences. The consequences of operating on common ground with a set of principles are that adults and students are both accountable for their behaviour.
Teaching is complex and dynamic. At the heart of this are staff who recognise this complexity and work hard to accommodate the individual learning needs of students. Shifting information via multiple modes of delivery is the art of good pedagogy. This fluid movement of information enables students the opportunity to make connections and synthesise concepts for deeper learning. We value student voice where teachers empathise with the complex world in which young people live and know them as a person and a learner. Mazenod aims for the highest quality of teaching and a culture of excellence for existing and new staff.
We are committed to providing a holistic education and place a strong emphasis on Visible Wellbeing and Visible Learning. The structures and pastoral care programs that are in place at Mazenod highlight the importance of students being personally known, cared for and respected as individuals. The aim is to assist boys to function well so that they can be resilient, positive, balanced, self-regulated, able to constructively face challenges and mentor others. It is within this context that we aim to create nurturing and inclusive environments where students are respected, their voices are heard, and they are safe and feel safe.
At Mazenod College, we are always conscious of delivering a curriculum that explores gender inclusiveness and uniqueness. In responding to this reality, we are always considering how to provide opportunities for students to raise the discrepancy between the messages they receive from society and their own view on what it means to be manly. This could include providing safe spaces and situations to enable student voice and explore gender stereotypes, as well as the delivery of explicit teaching programs that promote inclusivity such as the Respectful Relationships Curriculum. We are constantly seeking ways for boys to be engaged with the school community in these critical conversations about manhood and the potential harms of adhering to rigid gender roles.
Over the years, we have increased in size, with over 200 staff currently employed to support, nurture, and educate approximately 1450 students from Year 7 to 12 with nine streams at each level. I am looking forward to working with you as we lead Mazenod through the next phase of its rich history. If you have any questions, please do not hesitate to contact me.
Dr Paul Shannon Principal
Dear Staff,
It is that time of the year when I am afforded the opportunity to welcome you all, especially our new staff members, to Mazenod College for the academic Year of 2023.
It will be particularly exciting for our new Year 7 cohort who have joined us. These young men will create a new dimension to our community life and enhance it as they share their gifts and talents. As a Catholic College we recognize that the holistic development of the young men entrusted to our care is vitally important as we seek to help them grow spirituality, academically, physically, and emotionally allowing them to “Know who they are in the eyes of God”.
I am positive that this 2023 staff handbook will be a helpful guide with its overall insight into the College Mission, essential information, and structures of Mazenod Catholic College. I am looking forward to journeying with you all this year as we take the opportunities to meet, work, pray, support, and enjoy each other’s company.
Let us remember and live the words of St Eugene de Mazenod: “Kindness is a quality that is indispensable...”
Yours in Jesus Christ and Mary Immaculate
Fr Harry Dyer OMI Rector
Dear Staff,
Welcome to our College and thank you for joining our wonderful team of staff. This handbook is designed to support your induction by aiming to provide you with helpful information. There are two versions of the handbook, both printed and digital. The digital version contains live hyperlinks to College policies.
The hardcopy is divided into three sections. The first contains essential information for all staff. Section 2 relates to teaching staff and Section 3 contains a list of College policies and an account of our College history.
If you have any further queries, please don’t hesitate to contact me.
Mrs Joanne Noone Dean of Staff
Mazenod College is a Catholic boys’ secondary school striving to live the charism of the Oblates of Mary Immaculate. Centred on the person of Jesus Christ, our community is built on faith, nourished by the Eucharist and seeks to live and share Gospel values in word and deed.
Mazenod College is committed to the pursuit of excellence in the intellectual, social, moral, spiritual and cultural development of each student according to his unique capacity. Each person at Mazenod is encouraged to contribute to a welcoming and caring community in collaboration with our local Parishes.
We seek to develop a personal relationship with Jesus Christ, the Saviour, and to see people and the world through His eyes. By regularly turning our hearts and minds to Him, and by opening ourselves to the gift of the Holy Spirit, we seek, like Mary Immaculate, to receive God’s holiness and bring it to reality in our daily lives.
We serve to light the fire inside our students, fostering a burning desire to achieve academic excellence and to cultivate their abilities to the fullest. We see education as a lifelong process of formation in the truth, not just a moment in time, encouraging our students to be the flame, continuously burning brightly and sharing their talents.
We strive to nurture a friendly and caring school, enabling students to develop a sense of loyalty, solidarity and service. We provide pastoral care and encourage participation in all aspects of College life. Nourished by the Eucharist, and led by the Oblates of Mary Immaculate, we believe that once a student enters the College, he and his family become part of our community for life.
We aspire to instil in all people the knowledge that God’s unconditional love is real and everlasting. Through the creation of an inclusive community and an environment that is conducive to students discerning their unique worth in the eyes of God, all members of the Mazenod family are free to flourish and grow.
We endeavour to emulate St Eugene de Mazenod’s model of standing with the poor in our community and beyond. Acts of service are a key component of an education at Mazenod. On their journey, our students recognise their call to bring the transforming presence of Christ to the world.
“You are more precious in God’s eyes than all the riches on earth. Know that dignity!”
- St. Eugene de Mazenod
Mazenod College has a moral and legal responsibility to create nurturing school environments where children and young people are respected, their voices are heard and they are safe and feel safe. We are committed to the safety and wellbeing of all our students, and ensuring communication with staff, contractors, volunteers to enable them to fulfil their roles.
Mazenod’s Child Safety Policy takes into account relevant legislative requirements within the state of Victoria, including the specific requirements of the Victorian Child Safe Standards as set out in Ministerial Order No. 1359. The policy applies to school staff, including school employees, volunteers, contractors and clergy.
At Mazenod College, we expect school employees, volunteers, contractors and clergy to proactively ensure the safety of students at all times and to take appropriate action if there are concerns about the safety of any child at the school. All school staff must remain familiar with the relevant laws, the code of conduct, and policies and procedures in relation to child protection and to comply with all requirements. We have developed a Child Safety Code of Conduct, which recognises the critical role that school staff play in protecting the students in our care and establishes clear expectations of school employees, volunteers, contractors and clergy for appropriate behaviour with children in order to safeguard them against abuse and/or neglect.
Our Code also protects school staff through clarification of acceptable and unacceptable behaviour.
All staff, volunteers, contractors, clergy, and board members are responsible for supporting the safety of children by
• Adhering to the school’s child safe policy and upholding the school’s commitment at all times
• Taking all reasonable steps to protect children from abuse
• Treating everyone in the school community with respect
• Listening and responding to the views and concerns of children, particularly if they are telling you that they or another child has been abused or that they are worried about their own safety or the safety of another child.
• Promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander children
• Promoting the cultural safety, participation and empowerment of children with culturally and/or linguistically diverse background (by having a zero tolerance of discrimination)
• Promoting the cultural safety, participation and empowerment of children with a disability
• Ensuring as far as practicable that adults are not alone with a child
• Reporting any allegations of child abuse to the Deputy Principal Students and to the school leadership team
• Understand and complying with all reporting obligations as they relate to Mandatory Reporting
• Reporting child safety concerns to the Deputy Principal Students or the Leadership team
• If allegations of child abuse are made, ensuring as quickly as possible, that the individual/s are safe
• Reporting to the Victorian Institute of Teaching, any charges, committals for trial, or convictions in relation to a sexual offence, by a registered teacher, or certain allegations or concerns about a registered teacher
Staff and volunteers must not
• Ignore or disregard any suspected or disclosed child abuse
• Develop any relationships with children that could be seen as favouritism
• Exhibit behaviours with children which may be construed as unnecessarily physical
• Put children at risk of abuse (for example by locking doors)
• Initiate unnecessary physical contact with children or do things of a personal nature that a child can do for themselves
• Engage in open discussions of a mature or adult nature in the presence of children (for example, personal social activities).
• Use inappropriate language in the presence of children
• Express personal views on cultures, race, or sexuality in the presence of children
• Discriminate against any child in regards to age, gender, race, culture, vulnerability, sexuality, ethnicity or disability
• Have contact with a child or their family outside of school without the school’s leadership or child safety officer’s (if the school has appointed someone to this role) knowledge and/or consent or the school governing authority’s approval (for example, unauthorised after-hours tutoring, private instrumental/other lessons or sport coaching); accidental contact, such as seeing people in the street, is appropriate.
• Have any online contact of a personal nature with a child (including by social media, email, instant messaging, etc.) or their family (unless necessary e.g. providing families with e-newsletters, or assisting students with school work)
• Use any personal communication channels/devices such as personal email accounts
• Exchange personal contact details such as phone number, social networking sites or email addresses
• Photograph or video a child without the consent of the parent or guardians
• Work with children whilst under the influence of alcohol or illegal drugs
• Consume alcohol or drugs at school or at school events in the presence of children. Except for events that are authorised by the Principal.
It is a requirement that all staff, contractors and volunteers have a current Working with Children Check or VIT registration, a copy of this is to be provided to Office Administration. As part of induction there are key policies that are provided to you and it is a requirement that you acknowledge your understanding of the obligations around child safety at the College. For more information and to complete our compulsory training please visit our Child Safe Induction Training site.
In accordance with Ministerial Order 1359, Mazenod College is committed to the following new eleven Child Safe Standards:
• Standard 1: To establish a culturally safe environment in which Aboriginal children and young people’s diverse and unique identities and experiences are respected and valued.
• Standard 2: Child safety and wellbeing is embedded in the organisational leadership, governance and culture.
• Standard 3: Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.
• Standard 4: Families and communities are informed and involved in promoting child safety, and wellbeing.
• Standard 5: Equity is upheld, and diverse needs respected in policy and practice.
• Standard 6: People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
• Standard 7: Processes for complaints and concerns are child-focused
• Standard 8: Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.
• Standard 9: Physical and online environments promote safety and wellbeing while minimising the opportunity for young people to be harmed.
• Standard 10. Implementation of the Child Safe Standards is regularly reviewed and improved.
• Standard 11: Policies and procedures document how the organization is safe for children and young people. An overview of the new eleven Child Safe Standards can be found here: https://www.vrqa.vic.gov.au/news/Pages/News/article-302.aspx
In July 2022, the new eleven standards replaced Victoria’s previous seven standards. Key changes include new requirements:
• to involve families and communities in organisations’ efforts to keep children and young people safe
• for a greater focus on safety for Aboriginal children and young people
• to manage the risk of child abuse in online environments
• for greater clarity on the governance, systems and processes to keep children and young people safe.
An overview from the Commission for Children and Young People (CCYP) can be viewed here: https://ccyp.vic.gov.au/news/new-child-safe-standards-start-in-victoria-on-1-july-2022-to-better-protect-children/
Everyone employed or volunteering at Mazenod College Mulgrave, has a responsibility to understand the important and specific role they play and collectively to ensure the wellbeing and safety of all students at the forefront of all they do, and every decision they make.
Apart from the dedicated Child Safety Officers, a Child Safe Team is set up with the following tasks:
1. The Child Safe Team assists the Principal
2. The Child Safe Team works in identifying and mitigating risks in Child Safety
3. The Child Safe Team support the Principal to monitor implementation of school policies, procedures and practices, along with identifying appropriate professional learning.
The Mazenod College website and newsletter will provide information to keep parents and carers informed of Child Safety commitments, procedures and arrangements.
Tim Ford Deputy - Students tford@mazenod.vic.edu.au
Tony Rolfe Deputy - Operations arolfe@mazenod.vic.edu.au
Pier Bourne Dean of Senior School pbourne@mazenod.vic.edu.au
Jamie Davin Dean of Junior School jdavin@mazenod.vic.edu.au
As a school staff member, you play a critical role in protecting children in your care.
It is strongly recommended that you use the Responding to Susp ected Child Abuse template to keep clear and comprehensive notes, even if you make a decision not to report.
You must act if you form a suspicion/ reasonable belief, even if you are unsure and have not directly observed child abuse (e.g. if the victim or another person tells you about the abuse).
You must act, by following the Four Critical Actions, as soon as you witness an incident, receive a disclosure or form a reasonable belief * that a child has, or is at risk of being abused.
* A reasonable belief is a deliberately low threshold. This enables authorities to investigate and take action.
Your school must provide support for children impacted by abuse. This should include the development of a Student Support Plan in consultation with wellbeing pr ofessionals. This is an essential part of your duty of care requirements. Strategies may include development of a safety plan, direct support and referral to wellbeing professionals and support.
You must follow the Four Critical Actions every time you become aware of a further instance or risk of abuse. This includes reporting new information to authorities.
Your principal must consult with DHHS Child Protection or Victoria Police to determine what information can be shared with parents/carers. They may advise: not to contact the parents/carer (e.g. in circumstances where the parents are alleged to have engaged in the abuse, or the child is a mature minor and does not wish for their parent/carer to be contacted) to contact the parents/carers and provide agreed information (this must be done as soon as possible, preferably on the same day of the incident, disclosure or suspicion) how to communicate with all relevant par ties with consideration for their safety.
INDEPENDENT SCHOOLS VICTORIA (03) 9825
2 REPORTING TO AUTHORITIES / REFERRING TO SERVICES
1 RESPONDING TO AN EMERGENCY
For suspected student sexual assault, please follow the Four Critical Actions: Student Sexual Offending
OTHER CONCERNS
If you believe that a child is not subject to abuse, but you still hold significant concerns for their wellbeing you must still act. This may include making a referral or seeking advice from: Child FIRST/The Orange Door (in circumstances where the family are open to receiving support)
The
As soon as immediate health and safety concerns are addressed you must report all incidents, suspicions and disclosures of child abuse as soon as possible. Failure to report physical and sexual child abuse may amount to a criminal offence.
Q: Where does the source of suspected abuse come from?
WITHIN THE FAMILY OR COMMUNITY
DHHS CHILD PROTECTION
DHHS Child Protection Victoria Police.
You must report to DHHS Child Protection if a child is considered to be: in need of protection from child abuse at risk of being harmed (or has been harmed) and the harm has had, or is likely to have, a serious impact on the child’s safety, stability or development.
WITHIN THE SCHOOL
VICTORIA POLICE
You must report all instances of suspected child abuse involving a school staff member, contractor, volunteer or visitor to Victoria Police. You must also report internally to:
VICTORIA POLICE
You must also report all instances of suspected sexual abuse (including grooming) to Victoria Police. You must also report internally to:
GOVERNMENT SCHOOLS School pr in cipa l and/or leadership team E mpl o y e e Co n d u ct Branch D E T Incident Support and O per a ti ons Centre CATHOLIC SCHOOLS School principal and/or leadership team Diocesan education office.
GOVERNMENT SCHOOLS Sc h o o l pri n cip a an d/or leadership team
D E T Incident Support and Operations Centre CAT HO L IC SC HO OLS School principal and/or leadership team Diocesan education office.
INDEPENDENT SCHOOLS School principal and/or s chool chairperson Commission for Children and Y oung People on 1300 782 978
INDEPENDENT SCHOOLS S ch ool p r incipal and/or chairperson.
All allegations of ‘reportable conduct’ must be reported as soon as possible to:
GOVERNMENT SCHOOLS
If there is no risk of immediate harm go to Action 2
If a child is at immediate risk of harm you must ensure their safety by: separating alleged victims and others involve d administering first aid calling 000 for urgent medical and/ or police assistance to respond to immediate health or safety concerns identifying a contact person at the school for futur e liaison with Police. Where necessary you may also need to maintain the integrity of the potential crime scene and preserve evidence.
Employee Conduct Branch
CATHOLIC SCHOOLS
Diocesan education office
INDEPENDENT SCHOOLS Commission for Children and Young P eople on 1300 782 978.
YOU MUST TAKE ACTION
As a school staff member, you play a critical role in protecting children in your care.
You must use the Responding to Student Sexual Offending template to keep clear and comprehensive notes.
You must act even if you are unsure and have not directly observed student sexual offending (e.g. if a victim, or another person tells you about the offence)
You must a ct by following the 4 critical actions as soon as you witness an incident, receive a disclosure or form a suspicion that a student is a victim of a student sexual offending and/or a student has engaged in sexual offending
Your school must provide support for students who are victim to a student sexual offence AND students who have engaged in a sexual offence. This is an essential part of your duty of care requirements. This support should include the development of a Student Support Plan in consultation with wellbeing professionals, outlining support strategies. Strategies may include the development of a safety plan, direct support and referral to wellbeing professionals.
Your Principal must consult with Victoria Police or DHHS Child Protection to determine what information can be shared with parents/carers of all impacted students. They may advise: not to contact the parents/ carers (e.g. in circumstances where contacting the parents/ carers is likely to adversely affect a Victoria Police investigation or where the student is a mature minor and has requested that their parent/carer not be notified) to contact the parents/carers and provide agreed information (this must be done as soon as possible, preferably on the same day of the incident, disclosure or suspicion).
2 REPORTING TO AUTHORITIES
As soon as immediate health and safety concerns are addressed you must report incidents, suspicions and disclosures of student sexual offending as soon as possible:
1 IMMEDIATE RESPONSE TO AN INCIDENT
If
INTERNALLY ALSO report internally to: School Principal and/or leadership team (all instances) Government Schools : DET Security Services Unit Catholic Schools Diocesan education office
DHHS CHILD PROTECTION
If you believe that: the victim’s parent/carers are unable or unwilling to protect the child the student who is alleged to have engaged in the student sexual offending is: aged over 10 and under 15 years and may be in need of therapeutic treatment to address these behaviours may be displaying physical and behavioural indicators of being the victim of child abuse*.
You must identify a contact person at the school for future liaison with Victoria Police and/or Child Protection and seek advice about contacting parents/carers (see Action 3 ).
*See the Four Critical Steps for Schools: Responding Incidents, Disclosures and Suspicions of Child Abuse for further guidance in these circumstances.
If a child is at immediate risk of harm you must ensure their safety by: separating alleged victims and others involved administering first aid calling 000 for urgent medical and/or police assistance to respond to immediate health or safety concerns identifying a contact person at the school for future liaison with Police.
Melbourne Archdiocese Catholic Schools (MACS)
Member of the company, created to govern and operate schools belonging to the parishes of the Archdiocese keep the board faithful to the mission, which is the purpose of the Company.
Board of Directors
The Board of Directors of MACS, appointed by the Member, is responsible for the overall governance, management and strategic direction of the company and ensuring the objects of Catholic education set forth in the constitution are enacted faithfully and effectively.
ManagementCatholic Education Melbourne
Management of the operation of schools are delegated to the management layer of MACSunder the leadership of MACS’s Chief Executive Officer.
Oblates of Mary Immaculate
Principal
Rector College Advisory Board
Board Subcommittee College Executive
Board Executive
Families Students/Families/Staff
Former
Students
Mazenod College is governed and operated by the Melbourne Archdiocese of Catholic Schools Ltd (MACS). In July 2022, a Memorandum of Understanding between MACS, for Mazenod Regional College and the Missionary Oblates of Mary Immaculate was signed. This solidified the long-term relationship between the Founders of the College and the Melbourne Archdiocese. The Mazenod College Advisory Council operates in accordance with the MACS Terms of Reference. The roles and responsibilities of those who lead in Catholic Schools is outlined in the Charter, ‘Working Together in Mission’ (January 2021).
Consequently, the Advisory Council provides a forum for consultation and participation in the operations of the College by supporting the College Principal. There are five portfolios within the Advisory Council including Faith and Charism, Learning and Teaching, Finance, Governance and Building Committee. The Advisory Council is currently chaired by Dr Eugene Fredericks. College representation on the Advisory Council includes: the Principal, the Rector, the Finance Manager, the Dean of Staff and the Executive Assistant to the Principal. The Advisory Council meetings are held twice per term.
The College Executive Leadership Team meets with the Principal once per fortnight to advise, review and monitor the progress of the College. This committee seeks the advice of specialists to determine the best educational practices and to develop strategic plans. Members set and implement goals for the Annual Action Plan. Other members of the Executive Leadership Team include the Rector, the Deputy Principal of Students, the Deputy Principal of Curriculum and Staffing, the Deputy Principal of Operations and Compliance, the Director of Learning Diversity, the Dean of Staff, the Dean of Data, Systems and Analysis, the Dean of Junior School, the Dean of Senior School, the Dean of Faith and Oblate Charism, the Director of ICT and the Manager of Human Resources and Policy.
The College Leadership Team supports the Principal in overseeing the operational needs of the College. The team meets weekly to forward plan, review the previous week and discuss matters related to the operational needs of the College. Fellow team members include the four Deputy Principals, the Director of Learning Diversity, the Dean of Staff and the Executive Assistant to the Principal.
This team meets once per fortnight to address critical incidents of a serious nature, and ensure relevant policies and procedures are up to date.
The Mazenod College Consultative Committee meets once a term, to consult with the Principal on matters of class size, workload, allocation of time release, and allowances for positions of leadership. These matters are discussed within the guidelines laid down in the Victorian Catholic Education MultiEnterprise Agreement (VCEMEA, or ‘the Agreement’) regarding the role of the Consultative Committee. The model used is that required by the Industrial Agreement.
Membership of the Curriculum Committee consists of the Deputy Principal (Curriculum), Deputy Principal (Learning & Teaching), Faculty Heads, Director of Learning Diversity, Careers Coordinator, VCE Administration and Exams Coordinator, VET and VCAL Coordinators, and Head of Library, Dean of Staff and Dean of Data, Systems & Analysis . This committee is the forum for all matters pertaining to Learning and Teaching, curriculum processes, examinations, reports, and Digital Learning.
This committee meets to ensure that “at risk” students are protected and cared for. The committee consists of the Dean of Senior School, Dean of Junior School, the College Psychologists, Head of Special Education, the College Nursing Team, and is chaired by the Deputy Principal (Students).
The OH&S Committee monitors the safety issues within the College and is chaired by the Deputy Principal (Operations). The Chairperson meets regularly with an elected Staff representative and the College Business Manager to ensure that all College practices comply with Industrial OH&S standards.
The Staff Social Club is funded by weekly contributions from the pay of all College Staff. The positions are filled on a voluntary basis and any staff member can apply to join the team. This group is responsible for:
• Organising the end of year and end of term staff functions
• Purchasing staff amenities as required
• Organising morning teas and celebrations
The Staff Wellbeing Committee is comprised of volunteer staff members. The Committee meets once per term. It is the mission of the Staff Wellbeing Committee to promote the health and wellness of staff through education based on the SEARCH Framework and initiatives that:
• Encourage habits of wellness
• Increase awareness of factors and resources contributing to wellbeing
• Inspire and empower individuals to take responsibility for their own health
Mazenod College recognises the importance of demonstrating respect for the dignity of each person and creating an environment where a sense of belonging for all is experienced. These aspirations are central to the wellbeing of individual staff and to a school where all staff feel safe and respected.
Mazenod College
• recognises that a healthy, safe, and supportive working environment can positively affect the mental wellbeing of employees
• will create and maintain positive work cultures that promote connectedness, are inclusive, share responsibilities and provide support
• will treat all individuals with respect, equality and openness
• will reduce or remove economic or social barriers to employees’ participation in personal and school development opportunities.
For further details, please see the Staff Wellbeing Policy on MazCom.
“Heavenly Father, you have chosen us to be your people and you call us to live and grow each day in our Mazenod College Community. ”
- Mazenod College Prayer
On days when you are absent the Daily Organiser needs to know as soon as possible. You must contact the College before 7:30 am (the earlier, the better) and leave a message on the Daily Organiser’s mobile phone or email cwindley@mazenod.vic.edu.au. The mobile contact number is located on the daily org. sheet. Work can be left for students via MazCom. See the ‘Extras & Duties’ tile on your homepage. Each teacher has been issued a folder. You are also encouraged to place details on your class page.
If your absence is known in advance, you are required to enter the details of your absence into EMS 360.
The Administration Office is staffed Monday - Friday from 8 am to 4.30 pm. If you intend being present within the College facilities after 4.30 pm, please contact the Community Liaison Officer (0459 988 326 or email communityliaison@mazenod.vic.edu.au) so that they can make the appropriate arrangements.
The Business Manager, will determine (with the Principal and Rector’s approval) the level of access each staff member has and the corresponding access card. If you are allocated an access card or key, remember that it is individually numbered and assigned so that the security of the College is maintained at all times.
Assemblies occur once every three weeks on Fridays. On the day that assembly is held, there is no Homeroom Period and students commence Period 1 at 8:35am. This is to facilitate the holding of assembly in the Provence Centre after Period 3 (11:45am).
All teachers and students are expected to attend. A team of staff and student leaders organise the agenda for assemblies and this agenda is then submitted to the Deputy Principal (Students) for approval.
The College Captain, Vice-Captains and Head Prefects are the Masters of Ceremonies (MCs), and run the whole assembly. The speakers include the regular addresses by the Principal, the Deputy Principals and the Sports Staff. Students and teachers speak about school activities and occasionally guest speakers are invited to address the College on relevant issues.
Homeroom Teachers wait in the classroom prior to assemblies and when all members of the class are present, the teacher accompanies their class to the Provence Centre where they are seated in homerooms. Staff are expected to dress formally for these occasions.
Of importance is the overall development of students in the promotion of an awareness and pride in our Australian and Oblate Heritage. To further this, an Acknowledgement of Country, the National Anthem and the College prayer are also recognised.
On weekdays the College is open to staff from 6.00am in the morning until 9.00 pm via your personal security card. All teaching staff are required to be on college grounds between the hours of 8:30 am and 4:00 pm (unless previously arranged). If you leave the premises, please sign out. This is done at reception. Educational Support Officers have individualised working hours, dependant upon the role in which they have been employed.
Grounds and Maintenance staff: 7.30am – 4.00pm
Office and Administration: 8.00am – 4.30pm
Sports Administration: 8.30am – 4.30pm
IT Support: 8.00am – 4.30pm
Audiovisual Technician: 8.00am – 4.00pm
Library Technicians: 8.00am – 4.00pm
Learning Support Officers: 8.00am – 4.00pm
Laboratory Technicians: 8.00am – 4.00pm
Community Liaison: 4.00pm – 10.00pm
Every day begins with a voluntary Mass in the chapel at 8:10 am. Morning Yard Duty commences at 8:15 am.
Office hours are 8.00am to 4.30pm Monday - Friday.
In particular, please note:
• each Monday school concludes at 2.30pm. This allows time for Professional Practice, meeting with your teaching team or corrections etc.
• Homeroom occurs on Monday and Friday mornings only
• On Tuesday, Wednesday and Thursday, Period 1 is 55 minutes in duration. This allows time to mark the roll and access notices on MazCom
• Assemblies are held on Fridays. Please refer to the assembly schedule for further details
The Deputy Principal (Students) must be notified and advised of any bus bookings and excursions.
The College has many staff members who are qualified to drive buses and quite willing to help you out with excursions. Bookings can be made through reception, including charter and hire buses. Please note that for bus bookings in the afternoons, staff need to be considerate of College sporting commitments, and therefore must be cleared with the Head of Sport.
Excursions are a valuable part of learning. When planning an excursion you should:
1. Lodge an online application through Consent 2 Go. This must be completed at least three weeks prior to the excursion taking place. It is then presented to the weekly meeting of the Leadership Team where discussion will ensue about the suitability of the excursion, the timing and staff that need to accompany. At the conclusion of that meeting the Deputy Principal (Students) will either approve/ disapprove the proposal online. Any excursion outside the College requires parent consent via the Consent 2 Go and staff organising the excursion will need to be aware of parents who have not given consent.
2. Notify teachers who will be impacted by student abseteeism as early as possible
3. Notify the Daily Organiser cwindley@mazenod.vic.edu.au in order to allocate staff to the classes you will be missing
4. Leave instructions for your replacement teacher on MazCom, both on your class page and on the extras tile
5. Inform student counter at studentcounter@mazenod.vic.edu.au
All staff must adhere to the style guidelines and logo requirements as set out in the Branding Site in MazCom.
Staff will also find templates of College letterheads, powerpoints, email signatures and other stationary on MazCom to be used when communicating with the wider community.
All communication and publications made on behalf of the College must be approved by the Development Manager or the Marketing and Communications Coordinator. These include communication or publications via:
• the wider College Community
• Social Media; or
• Websites
The Marketing and Communications Coordinator and the Development Manager can also assist in designs and artwork for College publications or communications.
Heavenly Father, you have chosen us to be your people and you call us to live and grow each day in our Mazenod College Community. May we be ever more aware of the presence of Jesus in our own lives, nourished by prayer and the Eucharist, may we make His presence felt more and more in the lives of those around us, at home, at school and at play.
May we always be proud of our Catholic Heritage, loyal to our Church, and eager to help grow in carrying on the life and love of Jesus Christ in the world today. Help us to recognise the special gifts you give to each one of us and let us always use them for the betterment of the World in which we live. Let us be open to, and generous in answering whatever walk of life God calls us to.
Father we praise your name for ever and ever.
St Eugene de Mazenod: Pray for us.
Blessed Joseph Gerard: Pray for us.
Blessed Joseph Cebula: Pray for us.
Praised be Jesus Christ and Mary Immaculate.
Anthem
Leave nothing undared is your call Mazenod.
Leave nothing undared for the Kingdom of God.
O long may we strive with full vigour of youth
Keep ever alive honour, virtue and truth. For the years of our learning
Our hope will be yearning, Through work and through play
To live fully each day.
Leave nothing undared for the Kingdom of God. Leave nothing undared is our pledge Mazenod.
Motto
O long may we serve as the People of God. And honour deserve of our school, Mazenod. May friendships formed here ever flourish and grow To keep our hearts clear and their blessings bestow. With our eyes on tomorrow
Its joy or its sorrow
We ask God for light
To keep faith ever bright
Leave nothing undared for the Kingdom of God. Leave nothing undared is our pledge Mazenod.
Full Motto: Nihil Linquendum Inausum Ut Proferetur Imperium Christi”
(Leave Nothing Undared that the Kingdom of Christ may be Advanced)
College Motto: Nihil Linquendum Inausum
(Leave Nothing Undared)
Student Communications
News Headlines
The best way to communicate with a large number of students over a variety of classes is through the MazCom News Headlines. These announcements are read by students at the begining of each day. Messages for individuals, groups, classes or year levels all find their way into the News Headlines. All staff can submit items electronically in MazCom by following the prompts.
In addition, MazCom has message facilities which enable communication between staff, students and classes. These are directly messaged to students, as well as sent as an email to students’ inboxes. These can be customisable to each class, interest group or year level.
All year levels have TV screens which also assist in communicating to students. Other TV Screens can also be found in the Heritage Corridor, the Library and Reception. These are generally reserved for specific year level related announcements, or school-wide communication. Any staff who need to communicate to a specific class or co-curricular group should use alternative methods outlined previously.
Please submit any items to the relevant staff member listed below:
• Year Level TV Screens (Year 7 - 12) - Year Level Coordinators
• Common Areas (Heritage Corridor & Reception) - AV Technician
• Library - Head of Library
Every staff member has access to the following when communicating to students, parents or other staff members:
• Their Mazenod College email address - Staff are required to check their inbox daily.
• An Office Telephone - A list of staff telephone numbers can be found in MazCom under ‘Staff Services’.
• Each staff member has a voice message programmed on their office telephone and is advised to regularly check these messages. If staff require assistance setting up their voice messages, they should contact the AV Technician. Telephone messages will not be taken at Reception unless they are extremely urgent.
• All staff have access to Microsoft Teams as the preferred method of communicating, sharing files and collaborating.
• MazCom - Staff can search for specific members of the College Community including other staff, students or parents. Individual or group messages can be sent via MazCom.
A weekly bulletin will be sent to all staff on Friday afternoon to plan for the following week. This includes relevant information from all members of the Leadership Team and College Executive.
Regular updates and news can be uploaded to the ‘Staff News’ Tile on MazCom. Items in this tile include recorded staff meetings, virtual meeting rooms (via Microsoft Teams), staff wellbeing news and newsletters, and other social forums for staff to remain in contact. In addition, agendas for professional development days or staff retreat days are uploaded to the PD tile, and full year meeting schedules are currently uploaded to staff services files.
On each Wednesday there is a compulsory staff briefing held online scheduled for 8:10am. This meeting is a general forum to outline all the major happenings of that week and to build our sense of community. All staff are expected to attend this online gathering and information sharing session. This excludes part time staff who do not work on Wednesday mornings. Briefing minutes can be found under the “Staff Information” tile on MazCom. Once per term, a breakfast briefing will be held in the College staffroom.
General staff meetings are held at the beginning and in the middle of term on a Monday. They generally run between 2:45pm - 4:30pm. Items of business can be submitted directly to the Executive Assistant to the Principal.
Communication between staff
Verbal:
• Staff are to use first names when communicating with each other and full names (Fr/Mr/Dr/Ms/Mrs Surname) in front of students.
Email:
• Consider whether an email is appropriate when face-to-face communication may be more conducive;
• Avoid exclusive email correspondence without requesting or organising a face-to-face meeting;
• Avoid send to all staff or reply all unless necessary;
• Copy in line managers;
• Keep emails concise, use Standard English and bullet points if necessary.
• Check emails daily.
• Use group emails as appropriate.
• Use Microsoft Teams to collaborate with team members. Staff should not send emails before 7am or after 7pm (Monday-Friday). Emails should instead be saved as drafts and sent during work hours.
Emails to parents of individual students or classes should be sent via your staff email. Similarly, phone calls to parents should be conducted during College business hours using your assigned office telephone. Staff are highly encouraged to call privately (hide their caller ID) if using their personal mobile phone to contact parents. All contact information of parents of students can be found on MazCom, Synergetic, or SynWeb. If staff notice any incorrect or outdated information they should advise the administration team.
Parents have access to MazCom through their own unique login username and password. Parents can access their student’s class pages, view reports and see assessment results. Staff can communicate to parents via the News Headlines or by the message facility.
Students are expected to utilise their student diary. Staff can write notes to home in student diaries and expect parents to acknowledge the note with a signature.
Written letters (via post) or electronic attachments (via email) can also be sent to parents for class activities, excursions, invitations to functions, year-level or school-wide communications and other College related initatives. Approval must be sought from Administration (and/or the Principal), who will also handle the distribution of your letters. As a minimum requirement, all communication must be sent on the College letterhead (templates can be found on the branding site) and adhere to the College branding rules.
The newsletter acts as a unifying force in the College Community and is emailed fortnightly to parents and staff in order to keep them informed of College activities and news. Students are also keen to see if the school community has acknowledged their particular activity. It is important to submit articles to newsletter@mazenod.vic.edu.au prior to 4pm on Wednesday. Faculty Heads and members of the Executive Leadership team also write an article each term for the newsletter.
When Mazenod College issues a media release or initiates contact with the media we will nominate individuals who are specifically authorised to talk to the media about the issue at hand. No one else is authorised to speak to the media on behalf of Mazenod College except the nominated spokesperson. When the media approach the College for a story or as part of an investigation, we need to be careful the right person responds. The staff authorised to speak with the media is the Principal or a nominated spokesperson delegated by the Principal.
Two-way communication between students and staff is an important aspect of school life. The College welcomes and encourages students to engage in conversation with all members of staff within the school. When communicating with a member of staff students should:
• Stand in front of the member of staff they are speaking with and make eye contact;
• Address the member of staff using their formal name e.g. Fr Harry, never referring to a member of staff by their first name;
• Be respectful, do not talk over, raise voice or walk away before the conversation has ended.
• When communicating with students it is preferred that staff use students’ first names.
• When referring to fellow staff members in front of students, staff should use full names and titles. (Mr Surname and Ms/Mrs Surname).
Students may also email staff on their school accounts in relation to their learning. All students are taught email protocol:
• Complete the subject line.
• Use Ms/Mrs/Mr/Dr and Surname as salutation.
• Use standard English.
• Avoid abbreviations;
• Sign off with Thank you or Kind Regards. Correspondence is to always remain professional. Staff are never permitted to use personal email accounts when communicating with students. Students are expected to check their emails daily and delete/archive regularly.
The College has two emergency audible warning signals that require different actions.
1. Lockdown: Signalled by a “beep beep”
2. Evacuation: Signalled by a “whoop whoop”
All procedures for each emergency can be found under ‘Displan - Evacuation & Lockdown Information’. Staff are expected to understand the various procedures in the event of an emergency evacuation or lockdown.
An evacuation diagram (such as the one below) and assembly areas can be found in each room by the door. Please familairse yourself with these diagrams and assembly areas.
Assembly Area 1: Johnson Oval Assembly Area 2: Behind Tennis Courts
Staff are encouraged to make bookings for various College facilities through MazCom (under ‘Facility Bookings’) or by contacting the relevant facility manager.
Charles Anag Fitness Centre (Weights Room), Oblate Hall and Provence Centre
Student use of the Oblate Hall, Charles Anag Fitness Centre or Provence Centre sporting halls is only permitted if they are accompanied by a teacher.
Facility Manager: Facilities Coordinator
Lecture Theatre
Seating Capacity: One Year Level
As it is an outstanding resource, which needs to be well maintained, student behaviour needs to be closely supervised. Senior school students are usually given preference in its use.
Facility Manager: AV Technician
Cafeteria
The Cafeteria accommodates Year 12 students at lunchtime. It is attached to the canteen. Staff can purchase their lunch as required from the canteen.
Facility Manager: AV Technician
Attendance and participation in College events is expected. These include:
• Inaugural Mass
• Speech Night
• College Open Days
• Founders Day Mass
• Parent Teacher Interviews
• Parent Information Nights
Additionally, it is anticipated that staff will contribute to and support the College’s extracurricular programs, including the:
• Outdoor Education Program
• College Retreats Programs
• Camp Program
• Mission Action Day
• Community Service Initiatives of the College including Rosies
Grievances are treated seriously by the College. Grievances or complaints should be reported immediately. In accordance with the principle of subsidiarity, the College provides a graduated series of steps designed to resolve the matter in the most appropriate way at the lowest possible level. The purpose of these grievance procedures is to provide clear, positive and fair processes that allow grievances to be aired and resolved in a timely and effective manner.
Refer to the Grievances Policy for more information.
Staffed Hours: Mon-Fri 08:30 AM - 03:30 PM Contact: 03 8561 1159
The Mazenod College Health Centre is staffed daily by two Division 1 Registered Nurses who all have extensive experience in emergency nursing. All new staff are encouraged to familiarise themselves with the Health Centre in the case of an emergency. The Health Centre aims to be an open and friendly place which encourages good communication between students, staff and families.
Any student who is unwell or injures themselves while at school must be assessed by the nurses during school hours. At all other times the supervising teacher is responsible for management. Students should not be left unattended in the Health Centre. The door into the health centre is never locked, even after hours. This ensures easy access to emergency equipment and action kits.
The Year Level Coordinator and the Student Counter are contacted after a student is sent home. If there are any students whom you think might misuse the system, let the nurses know.
Every student who has a history of anaphylaxis is required under Ministerial Order 706 to have a personal action kit at school.
Each student who is at risk of Anaphylaxis will have their EpiPen (Adrenaline Auto Injector) along with their personalised action plan kept in the health centre in an individual container. These containers are labelled with the students name and photo and stored in alphabetical order. Each student is also required to have a second anaphylaxis kit (home kit) that is kept in their school bag. This is the kit that must be taken with them for any off campus activities. A student must not be allowed to board a bus without this kit being sighted by the teacher in charge. If the student does not have his home kit then he must be sent to the health centre to collect his school kit, which must be returned immediately on his return to school. A general use Epipen is included in every first aid kit that has a red tag attached.
All students who have a food/insect allergy must have an allergy kit at school. These are kept in the yellow first aid boxes in year level order. Students are also required to keep at second kit in their school bag. There is an anti-histamine included in every first aid kit.
As per school policy every student who has a diagnosis of asthma must have an Asthma Action Plan that is updated annually. Spare Ventolin and spacers are located on the white trolley in the health centre, in asthma action kits located around the school, and in every first aid kit.
Specialised general use emergency action kits for Anaphylaxis, Asthma and Diabetes are kept in the health centre just inside the main door. We have additional kits located around the school in Reception, The Provence Centre (staff office), The Founders Complex, The Food Technology kitchen, The O’Rourke building (upstairs between Co-ordinators offices) and The Chapel (sacristy).
AEDs are located in the Health Centre, The Provence Centre, The Founders Complex, The Chapel (Sacristy), The O’Rourke Building (upstairs between the Co-ordinators offices).
Medical Information for students in your classes is available on Consent2Go. You can select your class and view students’ medical information. Students at risk of anaphylaxis are marked on your class lists with a medical alert.
If you are concerned about a student’s health please do not send them to the health centre alone. Please ensure they are escorted to the health centre by a staff member or a responsible student.
For safety reasons all medications must be kept in the health centre rather than carried by students.
Parents are required to give specific consent for the administration of medications at school (excludes emergency medication for asthma and anaphylaxis/allergies). Students must not be administered medication by staff without gaining consent from the parent/guardian.
First Aid kits must be taken whenever students are taken off campus. It is the responsibility of the teacher to notify the nurses and organise to collect the kit. Each first aid kit should contain an Epipen. This will be highlighted by a red band placed around the handle. A Mazenod College Injury Form is to be completed for all first aid provided to a student, and handed to the nurses.
There are some members of our College community who are immunosuppressed. This puts them at serious risk if they are exposed to infectious illnesses, in particular, chicken pox, measles, mumps or shingles. If you are diagnosed with any of these illnesses, please inform the nurses ASAP.
There are a number of health related online training courses that are mandatory for staff to complete. These include:
• Anaphylaxis online training. Must be completed every 2 years, which includes verification of EpiPen administration. Verification will be done by the health centre nurses. You will receive an email with the required links when you are due to update your training. If you have previously completed this and it is still current, please provide a copy of your signed certificate to the nurses.
• Attendance at biannual Anaphylaxis briefing presented by the nurses.
• Asthma online training. To be completed every 3 years.
Please visit the Health Centre tile on Mazcom for links to the online training courses. https://mazcom.mazenod.vic.edu.au/homepage/3631
The nurses have compiled a selection of relevant health information for students. This information can be accessed on Mazcom under ‘student services’ and then ‘health information’, or by clicking the link below. https://mazcom.mazenod.vic.edu.au/homepage/8885
Year level leaders and homeroom teachers are encouraged to make students aware of this resource. Should staff require additional health information or resources please contact the health centre.
Version 8.1 (March 2023)
Computer Technicians are available in the Founders’ Complex for advice and support and can be contacted by email support@mazenod.vic.edu.au or by phone (ext. 1149). The ICT team is more than happy to come and see you, and help with any queries you may have. The College also has Digital Learning Coaches who can spend time with you to assist in how to get more out of the ICT Resources at the College. You can contact the following for more information:
• Deputy Principal (Learning & Teaching)
• Digital Learning Coaches digitalcoaching@mazenod.vic.edu.au
• Dean of Staff
Staff are given leave entitlements under the Victorian Catholic Education Multi-Enterprise Agreement (VCEMEA, or ‘The Agreement’).
Please contact the Human Resources and Policy Manager gpargeter@mazenod.vic.edu.au for more information regarding leave entitlements available to staff including:
• Annual leave
• Sick leave (including carer’s leave)
• Long service leave
• Parental leave
• Personal leave
• Bereavement leave
• Leave without pay
Staff intending to take leave must apply online through EMS 360. Note that long service leave applications require a printout from CEVN.
Staff are required to sign out at reception if they need to leave the College during school hours. Please use the register at reception to sign in and out. This does not apply if going on a scheduled activity like sport or an excursion. If you need to leave the premises for an extended period of time contact one of the Deputy Principals or the Dean of Staff.
The College has numerous maintenance and grounds-keeping staff members that work during school hours to maintain the upkeep of the various buildings and ovals. The College also has contracted cleaners who maintain the cleanliness of the College grounds.
If staff have a maintenance issue, they can raise a new request from ‘My Maintenance’, the College’s maintenance management system located on MazCom.
The Oblate Priests lead the Mazenod Community. Central to this fact is the celebration of Mass. This occurs on a daily basis commencing at 8.10am Monday - Friday. Year Levels are allocated a day of the week (Mon: Year 7, Tues: Year 8, Wed: Year 9, Thurs: Year 10, Fri: Years 11 - 12) where they are given the responsibility for preparing the Mass and Homeroom Teachers should encourage their homeroom to be present. This encouragement becomes a lot more meaningful when the Homeroom Teacher is also present at this Mass. All staff are also welcome to participate daily.
The Occupational Health and Safety Act 2004 sets out the rights and obligations of the employer, employee and the Occupational Health and Safety Representative. The basis of the Act is to develop a consultative process between the employer and the employee to secure a safe and healthy working environment.
It is the responsibility of all staff to work towards a safe and healthy workplace and as a result Mazenod College complies with all Worksafe standards and requirements, completing documents such as Near Miss and Hazard Report forms.
The Committee meets once a month and works through any issues that are presented by staff, students or parents. All matters raised are treated confidentially and with the utmost respect and acted upon promptly if the need or concern is of a serious nature. Contacting any member of the Committee can be via letter or email, or in person, however, it is essential that the information is documented. Currently, the OH&S Committee is chaired by Maree Martin and comprises of Sue Matthews, Marc Johnson and Tony Rolfe.
Parking spots are allocated by a nominated staff member at the beginning of the year. Please ensure that you park in your assigned space and not in another person’s space. Staff who are not allocated a carpark are advised to use parking spots next to the Tennis Courts on Kernot Avenue. (Please do not park in the spaces directly in front of the College entrance on Kernot Avenue).
We expect that parents will:
• support the school’s Catholic Ethos, traditions and practices
• support the school in its efforts to maintain a positive teaching and learning environment
• understand the importance of healthy parent/teacher/child relationships and strive to build the relationships
• adhere to the school’s policies, as outlined on the school website
• treat staff and other parents with respect and courtesy.
We expect that staff will:
• communicate with you regularly regarding your child’s learning, development and wellbeing
• provide opportunities for involvement in your child’s learning
• maintain confidentiality over sensitive issues
• relate with and respond to you in a respectful and professional manner
• ensure a timely response to any concerns raised by you.
In raising concerns on behalf of your child, or making a complaint about the school’s practices or treatment of your child, we expect that you will:
• listen to your child, but remember that a different ‘reality’ may exist elsewhere;
• observe the school’s stated procedures for raising and resolving a grievance/complaint;
• follow specified protocol for communication with staff members, including making appointments at a mutually convenient time and communicating your concerns in a constructive manner;
• refrain from approaching another child while in the care of the school to discuss or chastise them because of actions towards your child. Refer the matter directly to your child’s teacher for follow-up and investigation by the school.
In responding to your concerns or a complaint, we expect that staff will:
• observe confidentiality and a respect for sensitive issues
• ensure your views and opinions are heard and understood
• communicate and respond in ways that are constructive, fair and respectful
• ensure a timely response to your concerns/complaint
• strive for resolutions and outcomes that are satisfactory to all parties.
The school places high value and priority on maintaining a safe and respectful working environment for our staff. We regard certain behaviours as harmful and unacceptable insofar as they compromise the safety and professional wellbeing of our staff. These behaviours include, but are not limited to:
• shouting or swearing, either in person or on the telephone
• physical or verbal intimidation
• aggressive hand gestures
• writing rude, defamatory, aggressive or abusive comments to/about a staff member (emails/social media)
• racist or sexist comments
• damage or violation of possessions/property.
When a parent behaves in such unacceptable ways, the Principal or a senior staff member will seek to resolve the situation and repair relationships through discussion and/or mediation. Where a parent’s behaviour is deemed likely to cause ongoing harm, distress or danger to the staff member and others, we may exercise our legal right to impose a temporary or permanent ban from the parent entering the school premises. In an extreme act of violence that causes physical harm to the staff member and his/her property, the matter may be reported to the police for investigation.
Located at the back of this handbook, are forms that you will need to complete and bring with you on your first day. Alternativeley you can email them to Mrs Kate Oberg at: koberg@mazenod.vic.edu.au
The College Business Manager, is responsible for all staff finances and keeping staff details updated.
Any updates to your personal details, including change of address, contact numbers, emergency contacts, next of kin, or your banking and superannuation details should be forwarded to the Business Manager smatthews@mazenod.vic.edu.au
Fortnightly pays are usually credited to staff via direct transfer into nominated bank accounts. The College contributes to Superannuation and pays the 10.5% Government Superannuation Levy to the staff members’ nominated Superannuation Fund.
Staff can indicate to the Business Manager what level of individual contribution they might like to make (this can be done by Salary Sacrifice). The College can assist you in the operation of other salary sacrifice contributions such as novated leases, school fees, and vehicle running costs. The Melbourne Archdiocese Catholic Schools (MACS) mandates that Selectus is the company of choice, but the College strongly urges all staff to seek independent financial advice.
Our AV Technician is an onsite photographer. Staff can book the AV Technician to take photos of special classes and exercises or College functions and events.
Printing can be organised through the College Print Room or throughout the campus on the print machines.
For larger print volumes, specialised colour printing or printing of booklets and other bound references, please consult the Print Room Manager. If possible, several days’ notice to print material is required. This will ensure that the material is ready when required. Print Request forms are available in the Reception Area or near the Print Room Office. Alternatively, email your documents to printroom@mazenod.vic.edu.au
For smaller volumes, such as class worksheets, or black and white copies, staff are free to use a common area printer located in corridors and common offices, the library or conference rooms and staff rooms. Please note that some machines require use of your access card or Mazenod College username and password in order for you to print.
All access to technologies provided by Mazenod College are intended for education purposes. While making every reasonable effort to ensure safety and security when using technologies (in-house and online), for students and staff, the College is aware that the nature of this resource can provide opportunities for inappropriate use. Please be considerate when using any technologies and online platforms, especially in regards to privacy and copyright. Intentional, unacceptable or irresponsible use of the internet or computer facilities may result in disciplinary action.
Refer to the Responsible Use of Technology Policy for more information.
In accordance with the College Staff Laptop Agreeement, staff should carry their laptops in the bag provided when moving between classes. In the instance of extended leave, staff should return their laptop to the ICT counter prior to departure. This is relevant for leave of 3 weeks or longer.
Version 8.1 (March 2023)
Mazenod College is part of the Associated Catholic Colleges (ACC) sporting competition. These competitions occupy most afternoons. Tuesday is scheduled for Years 9 & 10, Wednesday for Years 11 & 12; and Thursday for Years 7 & 8. The Sports Department is always keen to hear of teachers interested in being involved with ACC sporting teams.
The College requires staff to dress professionally as outlined below.
The safety and care of all staff is paramount at Mazenod College and as a result guidelines are provided for the wearing of appropriate footwear:
• All staff are recommended to wear closed toe shoes when onsite.
• If staff are using machinery, or in a workshop, they are advised to wear protective footwear such as steel cap boots or shoes.
• Staff who work predominantly in laboratories, kitchens, or any other areas where there may be moisture or wet areas are advised to wear the appropriate rubber, nonslip soled footwear.
• If working in an area where there is the possibility of a chemical spill, (science labs, maintenance or in workshop situations) perforated shoes, sandals, or cloth sneakers are NOT to be worn as they provide no barrier between you and chemical and physical hazards.
If staff are not sure of the appropriate footwear, please speak with your immediate line manager or the Dean of Staff.
Staff are expected to wear neat, professional and appropriate clothing for the duties they will be performing. In general, all male staff are expected to wear a collared shirt and tie, with female staff required to dress in an equivalent standard of attire. Staff are reminded that thongs, sleeveless tops, hoodies, beanies and revealing items are not appropriate. The Principal reserves the right to have the final say on what is appropriate regarding attire, hair colour, tattoos and piercings etc.
In 2023, a review of the Mazenod College uniform for Education Support Officers (Office, Administration and Library Staff) was undertaken. Staff working these areas have the option of wearing the the Mazenod College Corporate uniform or office business attire. Staff are allocated an allowance to help cover the cost of this uniform.
Each new full-time staff member is allocated an allowance of $1,000 on commencement with Mazenod College. Each subsequent year, an allowance of $500 will be allocated to replenish uniform as per your employment contract.
Each new part-time staff member is allocated an allowance of $700, on commencement with Mazenod College. Each subsequent year, an allowance of $250 will be allocated to replenish uniform as per your employment contract.
Existing full-time staff are allocated an allowance of $500 will can be allocated to replenish uniforms. (Clothing is to be ordered between January and March of that calendar year.)
Existing part-time staff are allocated an allowance of $250 will be allocated to replenish uniforms. (Clothing is to be ordered between January and March of that calendar year.)
• If allowance amount provided is not used by staff member it cannot be allocated or transferred to another staff member.
• If allowance amount provided is not used by staff this amount cannot be reimbursed to staff member.
• If the allowance amount is exceeded, the balance is the responsibility of that staff member.
Each uniform piece will have the Mazenod College logo embroidered onto the garment, therefore only these pieces are approved in our uniform range. This is included in the cost of each garment.
If staff would like to purchase additional items, this can be done so at their own expense and claimed back on their individual tax returns providing they have the Mazenod College Logo on them.
If any items are to be altered, these can be done by the uniform providers and will need to be paid for out of your allowance.
Staff dress requirements are clean, tidy and neat casual, keeping in mind that professional standards need to be maintained.
As a guide: no thongs, no singlets and no ripped jeans.
The College prescribed uniform should be worn.
Staff are required to change for sport afternoon into a tracksuit, polo top, or appropriate attire based on the activity they are supervising.
ACC coaches who teach periods 3 and 4 on that particular sports day may be considered an exception to this requirement if it is not practical to change e.g. away games
All staff will be provided with a College Staff polo shirt and are encouraged to purchase approved College Staff attire.
On formal occasions staff are required to dress appropriately – “jacket and tie”. These include events listed under ‘Functions’ and include College Assemblies.
Professional dress standards apply, determined by the activity. If students wear their blazer and tie, staff standards should also reflect the occasion. If students are in sports uniform then staff dress will need to dress accordingly.
The Deputy Principal Curriculum and Staffing is responsible for the allocation of office spaces for all staff. Staff offices can either be an individual office, or a shared office with fellow colleagues.
Students are expected to knock on staff room doors, before requesting the attention of a particular staff member. Students are not permitted in staff offices without the express permission of a staff member.
A staff office locations list can be found in MazCom under Staff Services. Staff are advised to save or print a copy of these lists as an easy reference to find and contact other staff members. These lists are regularly updated by administration. Any errors or corrections should be forwarded to the Administration Team Leader.
Our AV Technician manages the telephone system in the College. The technician assigns telephones to new staff and is able to assist you with any technical help you may require regarding your phone.
The College telephone directory as well as specific instructions on telephone operation can be found on MazCom, under Staff Services. Staff are advised to have a printed or saved copy of the directory for easy reference. Please note that the directory is also subject to change on a regular basis by Administration.
As a general guide:
• All staff with office telephones are assigned an extension number of 4 digits (EXT. XXXX).
• To dial to another staff member or office location, type the extension number in the dial pad.
• To dial to an external number outside the College telephone system, dial ‘0’, then the number.
• All staff telephones have a voicemail function, and are required to update their greeting yearly, as well as check their messages regularly. Voicemail can be accessed by dialling 625.
For staff members who have a telephone extension beginning with 11 (i.e. EXT. 11XX)
• Your telephone line can receive direct external calls. Members from outside the College can make direct calls by dialling (03) 8561 + EXT (e.g. 8561 1100, is the college reception)
For staff members who have a telephone extension beginning with 12 (i.e. EXT. 12XX)
• Please advise any members from outside the College who wish to contact you to call the College on (03) 9560 0911 during business hours. Administration can then direct the call to your extension number.
Visitors are always welcome to the College. All Visitors must sign in at Reception prior to entering College grounds. Guest Speakers are always welcome for meetings or classes.
It is essential that you should inform either the Principal, Rector, or a Deputy Principal of your desire to invite a guest and seek approval prior to their arrival. All guest speakers and visitors must have obtained the correct legal clearances to be working within the vicinity of children.
The College’s Business Manager maintains a register of VIT registered staff. Teachers are required to provide annual evidence of their registration status to the Business Manager by submitting a copy of their card each year upon renewal of registration.
Additionally, the Business Manager also maintains a register of Working with Children Checks (WWCC) for non-teaching staff. This is monitored monthly to ensure current validity, and reminders are sent to staff whose Checks are due for renewal.
All new staff receive a contract that details the requirement to provide VIT registration details (for teachers) and WWCCs and Police checks (for non-teachers).
There are two types of Working With Children checks depending on employment status. College employees require an Employed Working With Children Check. Volunteers require a Working With Children Check. In addition, it is a College requirement to obtain a Police Check.
At Mazenod College there is a ‘whole school’ approach to student wellbeing. This is supported and made possible by the network of staff who have exceptional knowledge of students, who maintain positive relationships with them and their families and who work with students to address a variety of personal concerns. One layer of this support is Mazenod’s Counselling Service, which is located in Tempier House.
Counselling gives students the opportunity to talk with a psychologist, who can offer support and new perspectives on many personal issues. It is designed to give students the time, space and encouragement to explore and understand the issues of concern. While counselling is not a magical or an instant cure, it can clarify problems and help in their resolution. Within this context, Mazenod’s Counselling Service is available to assist students, their parents and staff with a range of student related issues inclusive of, but not limited to:
• Relationships and Social Issues
• Self-Esteem Issues
• Anxiety
• Depression
• Grief and Loss
• Stress Management
• Anger Management
• Developmental Disorders
• Drug and Alcohol Issues
To access counselling, the Counselling Team require a referral form to be completed (unless there are exceptional circumstances). There are several ways in which a referral can be completed:
• The student can come up to Tempier House or make contact (e.g., via email) with one of the psychologists and complete a self-referral form
• Parents can contact a psychologist through the College Administration and complete a referral form on behalf of their son. These can be downloaded from MazCom “Student Services” tile
• College Nurses, the Learning and Enhancement Coordinator, Year Level Coordinators (YLC) or members of the College Executive can complete a referral form in consultation with the Counselling Team.
Teaching staff who hold concerns for students are asked to contact the relevant YLC as they are likely to be in possession of information about the student and whether they are already engaged in counselling.
If you would like to know more about the Mazenod’s Counselling Service or referral processes you are welcome to contact one of the psychologists or come up and visit us in Tempier House.
“Kindness is a quality that is indispensable...”
- St Eugene de Mazenod
Class Lists are available on MazCom and SynWeb which are accessible to all College staff. Visual class lists are most beneficial in getting to know your students quickly. If this is not possible then temporary lists are available from the Year Level Coordinators prior to the first classes commencing. Elective lists, including lists of students with special needs and students with medical issues are also available on the intranet. Please ensure that you take some time to become familiar with them.
Organisational and administration information is posted on MazCom. VCE information relevant to your VCE subject will be distributed to you generally by the Deputy Principal - Curriculum and Staffing, VCE Administration and Exams Coordinator or your Faculty Head. Schedules for meetings, VCE exams, Year Level exams and exam supervision are distributed via email.
As a school with students who have disabilities or additional needs, teaching staff need to be aware of the mandated obligations under the NCCD. The Learning Diversity Team will be able to support teaching staff in:
• identifying the needs of the student
• consulting with parents and guardians, as well as other teaching or support staff
• providing the necessary adjustments to assist students and address the identified needs
• monitoring and reviewing the impact of adjustments
Teaching staff have access to Personalised Learning Plans (PLP) of students who have identified needs, in MazCom under Staff Services and NCCD. Teachers can also find learning profiles of students which are updated regularly, as well as other general lists and resources to assist teaching staff who may have students who are considered disabled or require additional support.
All teachers are employed in partnership with the Oblates to provide a Catholic Education to College students. In accordance with this, staff should:
• Adhere to the Victorian Institute of Teaching (VIT) Code of Conduct
• Endeavour to gain their Accreditation to Teach in a Catholic School qualification if employed as a member of teaching staff
• Uphold the Catholic ideals of the College, support the educational policy of the College, and participate in prayers and worship
• Keep abreast of developments in education, and in their own disciplines through staff in-service, subject organisations, and conferences
• Consider becoming a VCE assessor, auditor, or exam development panel member
• Maintain the highest standards of teaching, assessment and reporting
• Participate in curriculum development and the supervision of student teachers
• Respect students in speech, manner and deed
• Return corrected work to students within a reasonable timeframe
• Dress in a professional manner. Male staff are to wear a collar and tie (and a jacket on formal occasions including Formal College assemblies) and female staff are to dress in an equivalent standard of attire. PE staff are to wear the College Sports uniform during the day and staff members supervising sport in Periods 5 and 6 should change into casual College Sports attire during lunch
• Not engage in any financial tutoring of students who attend the College
• Not use the College’s gym or weights room during the teaching day. These facilities are available for staff to use outside of the normal teaching hours, but should not be used during teachers’ “free” periods.
Other than General Staff Meetings, on the remaining Monday and Wednesday afternoons, other meetings may be scheduled including those dealing with curriculum and Year Level Matters. All teachers are expected to be present at the meetings applicable to them. Tuesdays will usually be devoted to issues of a Professional Learning nature and staff would generally devote an hour to these activities.
Professional Practice enables staff to collaborate, create and develop resources. Please be aware that Professional Practice may include Professional Development or Professional Learning but they are different as it is up to the teacher to determine the use of time allocated as Professional Practice.
Work done in the time allocated as Professional Practice will be consistent with school priorities and selected from the following areas:
1. Planning
2. Preparation
3. Assessment of students learning
4. Collaboration
5. Curriculum development
6. Relevant professional development. CECV MOU - 3.8
Time allocated for Professional Practice is on Monday afternoons with the students being dismissed at 2.30pm. There will be other designated times for Professional Practice on student free days and agreed release times.
Student awards recognise achievement and success in various domains of College life. Awarded at the end of each semester, teaching staff are encouraged to nominate students in the categories of Commitment and Perseverance; and Christian Leadership. Academic Excellence awards are also given at the end of each semester for the best performing students from assessment data that is collated.
For academic awards, as well as Commitment and Perseverance awards: Criteria for nominations and procedures are communicated to staff by the Deputy Principal (Curriculum) or the Deputy Principal (Learning & Teaching).
For Christian Leadership awards: Criteria for nominations and procedures are communicated to staff by the Dean of Faith & Oblate Charism
Other perpetual and sponsored awards for leadership, music, sport or other co-curricular activities, are awarded at Speech Night or during school wide assemblies. Teaching staff may also be involved in the nomination process, and the respective coordinator of the award will distribute information regarding the nomination and selection process.
Early every year we hold our annual Day of Academic Excellence. Three assemblies are held this day: Yrs 7-9 and 10-12 for Academic Awards for all classes and subjects in Semester 2 of the previous year, and a full school assembly with invited guests to recognize the VCE High Achievers from the year before including the “90+” club and Dux.
Version 8.1 (March 2023)
The normal teaching allocation for a full time staff member is 23 periods of 50 minutes duration. Part time staff are allotted a pro-rata allocation. Homeroom is counted as 1 period of that load and the Industrial Agreement stipulates that a full time staff member, on load, can be expected to complete 14 ‘extras’ each year, of which there will be no more than one per week. The new arrangements are currently being negotiated and may change in 2023.
Part time staff are allocated extras on a pro rata basis.
Occasionally, to allow for the allocation of all classes and allowances, a staff member may be asked to go overload for a semester or year. If this is the case they receive one less yard duty for that period of time. They also receive no extras for that period of time.
Staff who are underload for a semester or year can expect to receive replacements each week to bring them up to load. They still receive the usual yard duties.
To maintain the safety of all students in the College, the Deputy Principal (Operations) has the responsibility of assigning staff to supervise the activities of the students outside of class time. It is expected that staff would have up to 3 yard duties per week but this is dependent upon the particular teaching allocation of staff. There are five assignable periods for yard duty: Before School, Recess, Lunch 1, Lunch 2 or Bus Duty.
Teaching staff who are full time receive three yard duties. Teaching staff who are part time between .6 - .9 receive two yard duties. Teaching staff who are part time .6 or under receive one yard duty. Teaching staff who are overload receive one less yard duty.
Textbooks will be supplied by the Library without cost. They will also supply you with posters for the classroom and plenty of advice on curriculum matters. All teaching staff are supplied a laptop. Staff may also request a sit/stand desk and a large screen for their desktop.
The student diary is an integral part of a Mazenod student’s life. It is the starting point of organisation, the source of College rules and the vehicle for communication.
All students should use the diary to record homework and assignments. Teachers are to check whether this has been carried out on a regular basis. Such checks determine whether the diary is in a fit state given better performing students are those who are well organised, know when assignments are due and have a clear and detailed record of homework.
Regular use of the diary should foster these habits. Unsuitable pictures and graffiti should be actively discouraged. If the diary is in such poor state that the student needs to replace it, another may be purchased from the Student Counter.
To ensure that classroom cleanliness is maintained some teachers devise a roster, which includes the duties of closing the windows, emptying the bin and cleaning the whiteboard. At the end of Period 6 the teacher in the classroom supervises the cleaning of the classroom, closing of windows and lifting chairs on tables.
Student Presentation is considered an integral value at Mazenod College. Students are expected at all times to maintain high levels of personal presentation that reflects both a professional attitude towards learning and a desire to strive for excellence. Parents and staff play an important role supporting students to achieve the Mazenod presentation standards. As part of the initial enrolment agreement and the annual re-enrolment parents and students commit to supporting the College policies, rules and discipline processes to ensure these high standards are met consistently.
If out of uniform students must present a note of explanation to their Year Level Coordinator who will issue a uniform pass.
Academic
The summer uniform consists of compulsory:
• Grey shorts or trousers
• Black belt with a plain buckle
• College tie
• White college shirt
• White college socks
• Polished black lace-up shoes
• Optional college rain jacket (not sport tracksuit/spray jacket)
• College jumper. Not to be worn to or from school in place of the blazer
Sport
The summer sport uniform consists of compulsory:
• College sport shorts
• White College polo top
• Clean sport shoes
• Change into house polo top for house sport
• Sports socks - black or white
Optional items include:
• College Tracksuit pants
• College Tracksuit top (Spray Jacket)
These items must be worn to and from school each day. If a student does not have the full sport uniform, he must wear his academic uniform and change at school. Students are only permitted to wear their sport uniform on their designated sport day. When students have timetabled physical education classes, they must change in and out of their sport uniform.
Must wear approved College garments only.
If out of uniform students must present a note of explanation to their Year Level Coordinator who will issue a uniform pass.
Academic
The winter uniform consists of compulsory:
• Grey trousers
• College blazer
• College tie
• White shirt
• Polished black lace-up shoes
• College socks
These items must be worn to and from school each day
Optional items include:
• College jumper (Not to be worn to or from school in place of the blazer)
• Black belt with a plain buckle
• A plain dark scarf (black, navy or grey) * Not to be worn in classrooms
• College rain jacket (not sport tracksuit /Spray jacket) * Not to be worn in classrooms
Sport
The winter sport uniform consists of compulsory:
• College track pants
• College spray jacket
• White College polo top
• Clean sport shoes
• Change into house polo top for house sport
These items must be worn to and from school each day. If a student does not have the full sport uniform, he must wear his academic uniform and change at school. Students are permitted to wear their sport uniform only on their designated sport day. When students have timetabled physical education classes, they must change in and out of their sport uniform.
Must wear approved College garments only.
• Hair must be above the collar at the back, no longer than half ear at the sides with sideburns also no longer than half ear
• The fringe must remain clear of the eyes and face
• It is a graded, even cut, no shorter than blade 2. An even cut means that shorter hair at the back and sides must be blended gradually into the longer hair on top; Hair cannot be two distinct lengths. Undercut styles are not permitted
• Layered cuts, use of hair ties and tinting, colouring, streaking etc are NOT permitted
• If a fringe is long enough to be tucked behind the ears, it is too long and needs to be cut
• There are to be no mullet style haircuts. This includes faux or short mullet styles where the fringe and back of the cut is shorter, with the side above and near the ears being shaved
• In rare circumstances, an exemption to aspects of the haircut guidelines, can be requested by families with supporting documentation from relevant authorities. An exemption would still carry expectations around presentation and compliance. Examples of exemptions would include Religious, Cultural, including for a period during a school production, Medical, particularly around gender identity and medical issues that have symptoms that affect hair. Other requests based on a case-by-case basis
• Exemption requests are to be directed to the Deputy Principal Students with appropriate documentation for consideration. The Deputy Principal will present the request to the Principal and Rector for approval
NB - the College will be the final arbiter on acceptability of haircuts. Any student who chooses not to comply with these expectations may be asked to stay at home until the issue is rectified.
Shaving
• Students are to be always clean shaven this includes during exam periods
• Students who arrive at school unshaven will be required to shave at the Health Centre before they enter class.
• Parents are requested to ensure their son is given the support he needs once it becomes time for him to begin shaving
Jewellery
• Apart from items of religious significance, no jewellery is to be worn by students either at the College or on the way to and from the College
• In particular, the wearing of any piercings (this includes facial and tongue piercings, clear plugs, rods or any other clear dressing, earrings, studs, or sleepers) is not permitted
• It is not acceptable to cover such items with a Band-Aid or other dressings. Students found wearing jewellery will need to remove it and may be suspended from classes if they do not comply
Assembly
During Terms 1 & 4 students are to wear white shirts to assembly.
During Terms 2 & 3 students are to wear the College blazer to assembly.
Any variation to uniform requirements due to weather conditions will be at the discretion of the Deputy Principal.
Please refer to the Mazenod Klad Uniform price list located on MazCom and the Mazenod Website - Our Community > Student Services > Uniform.
Mazenod College acknowledges the recent directive from the Education Minister in 2020 that students who choose to bring mobile phones to school must have them switched off and securely stored during school hours. The college also acknowledges some students may not yet have the moral development or social maturity to always make good and safe decisions. The safety and well-being of students and staff is paramount. The purpose of this document is to outline the conditions in which mobile phones can be used.
1. Phones that are left on are a distraction to the owner and other students.
2. Valuable items that are not used directly for educational purposes should be left at home to avoid the chance of them being lost or stolen. As well as the personal cost and inconvenience to the owner, considerable time can be spent investigating a stolen/lost item.
3. Phones can be a distraction from studies.
4. Students should not be in a position to contact friends and acquaintances during school hours. Security is of great concern and incidents of contact with outside people or agencies could pose a threat to the general school community.
1. Mobile phones are to be turned off and put away between 8:30 and 3:10pm, apart from the following instances, where expressed permission is given by the teacher in charge: Examples of Educational Circumstances (for mobile phone usage):
• Recording a discussion in a language class
• Videoing an activity such as a skill being demonstrated in Drama music or sport
2. Parents are requested not to contact their sons on their mobile phone during school hours but by contacting reception.
3. The phone is an item of considerable value. The student and his parents/guardians accept total responsibility for its security.
4. The phone is only used for the reasons as outlined in the application.
5. The use of photographic and recording facilities on the phone is strictly prohibited due to legal and social reasons, except for educational circumstances where expressed permission is given by the teacher in charge.
6. The secretive or unauthorised photographing or video recording of any member of staff at any time is forbidden.
7. Unauthorised use of a mobile phone may result in its confiscation. If this happens the phone will be held in the College safe for a period of time (up to one week) before it is returned to the student, or a parent/guardian is requested to collect it. Students will be given access to a College phone if they need to contact their parents.
8. The College reserves the right to check a student’s phone at any time for inappropriate material.
Mazenod College seeks to provide the means by which the full potential of each of its students and that of the school community is realised. These are presented under the College aims which are broken into four basic categories: Faith, Academic, Community and Personal Development.
Mazenod College also seeks to instil in its students a sense of their own worth and to promote initiative, self-reliance, integrity and leadership. There is also the broader objective of instilling in students a genuine respect for all, especially those of different cultural and social backgrounds. In regards to discipline the College’s ultimate aim is for all members of the community to regulate their behaviour in such a way that these outcomes are achieved through self-discipline rather than externally imposed sanctions.
At Mazenod College everyone has RIGHTS
Student Rights
Students have the right to:
• learn, work and socialise in a friendly, safe and supportive school
• feel valued and respected
• be listened to
• work toward academic, personal and social success
• express ideas and opinions appropriately
Teacher Rights
Teachers have the right to:
• teach in a friendly, safe and cooperative environment, which is supported by the whole school community
• expect and receive respect
Parent Rights
Parents have the right to:
• feel welcome
• know that their children are working, learning and socialising in a friendly, safe and supportive school
• be listened to with respect
• participate as a member of the school community
At Mazenod College everyone has RESPONSIBILITIES
Student Responsibilities
It is the responsibility of all students to:
• foster positive, respectful and appropriate relationships with all
• be an active learner
• be accountable for their own behaviour
• support and care for one another
• respect the rights of others
• represent the school in a positive manner
• follow the school rules
It is the responsibility of all staff to:
• foster positive, respectful and appropriate relationships with students, parents and staff
• support and promote each student as a valued member of our community
• support students in learning
• support colleagues
• provide a curriculum which is appropriate and designated to encourage students to succeed and maximize their potential
• undertake professional development
• encourage and support students to take responsibility for their own behaviour
• be consistent in the implementation of the policies of the school
It is the responsibility of all parents to:
• support their children in their learning across all programs
• inform the school of circumstances that may impact on ‘students’ progress and behaviour
• communicate concerns to the school
• inform the school of any knowledge they may have of bullying incidents involving any students at the school
• support the policies of the school
The basis on which we make our rules at Mazenod
School rules and procedures should have the following characteristics:
• they should be simple
• they should be enforceable
• they should be moral, reflecting community standards
• they should conform to all relevant legislation and local council by-laws
• they should be communicated uniformly and available to students
Important Note: Consequences for a breach shall be based on the severity of the breach and on prior disciplinary actions at the relevant level. Consequences are not progressive but will be applied as appropriate. Further sanctions may be applied at the discretion of the Dean of School, Deputy Principal or Principal, depending on the severity of the breach. Note: The consequences range from mild (Level 1) through to the most severe (Level 6).
Level 1
Conference: the teacher will confer with the student and may contact parents by phone. In addition, a meeting may be required with a teacher, student, counsellor, parent or other appropriate person.
Level 2
Detention: teachers in consultation with the Year Level Coordinator may require that the student attend a detention after classroom management strategies have been applied. Year Level Coordinators or Dean of School will organise and conduct 45 minute detentions. In more severe cases a lengthier Saturday or Student free day detention may be applied.
Level 3
Temporary removal from class: a student, for cause, may be removed from a given class recommended by the YLC and approved by the Dean of School/Deputy Principal - Students. The appropriate communication to parents must be completed.
Internal suspension: this is authorised by the Dean of School, Deputy Principal or Principal. Students will work in a designated area at school, but be excluded from all classes and contact with other students. Parents are to be notified.
External Suspension: the Year Level Coordinator and Dean of School, after discussion with the Deputy Principal or Principal, may suspend a student for one to nine school days. Students who are suspended from school may not participate in any school sponsored activities and are not permitted on school grounds during the period of suspension. A full and fair investigation will always be held by the appropriate staff before any decision on suspension is made.
Expulsion: the Principal, after due process, may determine that a student be permanently removed from the school.
This sample list is provided by way of indicative guidance and it is not intended to be a comprehensive list of all the possible breaches which may occur, or of all the possible levels of consequences. Students are expected not to engage in the following activities.
The consequences apply regardless of whether this misbehaviour took place in school, on the school bus, or out of school when the student is in school uniform. The consequences may also apply for misbehaviours which take place at other locations, but directly affect school programs or activities. This includes interschool sports, camps, carnivals, excursions and the like.
We recognise that there can be an enormous variation in breaches and hence the range of sanctions that may apply.
These consequences are a guideline only and variations may occur at the discretion of the Principal or Deputy Principal.
The Principal, Deputy Principal or Dean of School may recommend longer suspensions, expulsion or other discipline on a case by case basis. This may include severe consequences for students with multiple offences in different categories of misbehaviour.
Important Note: The consequences for a breach will be based on the severity of the breach, and on prior disciplinary actions. Consequences are not progressive but will be applied as appropriate. Further sanctions may be applied at the discretion of the Dean of School, Deputy Principal or Principal, depending on the severity of the breach.
verbal, written or otherwise expressed – arousing alarm in others through the use of language that is discriminatory, abusive, threatening or obscene.
possession or use while on school grounds, involved in school activities or in school uniform.
acting with intent to cause fear in another person intentionally bullying, inflicting or attempting to inflict bodily harm upon another person.
written or otherwise expressed, confrontation with a student or staff member which bullies, intimidates, threatens or causes fear of bodily harm.
committing an act which unintentionally inflicts bodily harm upon another person.
defacing, cutting or otherwise damaging property that belongs to the school, other students, employees or others.
chewing gum is not permitted.
any behaviour which disrupts or interrupts the normal teaching - learning process.
driving on school property in such a manner as to endanger persons or property, parking on school grounds without permission.
adversarial physical contact
(differentiated from poking, pushing, shoving or scuffling) in which one or multiple students contributed by verbally instigating a fight and/ or physical action. Promoting/instigating a fight, contributing to a fight verbally or through behaviour.
the signing of a note for a parent or staff member.
13. Harassment, including sexual or racial: participating in or conspiring with others to engage in acts that injure, degrade, intimidate or disgrace other individuals, including displaying pornography and words or actions that negatively impact on individual or group based on their racial, cultural or religious background, their sex, their sexual orientation, any disabilities they may have, or their colour and nationality.
14. Illicit Drugs: this includes over the counter or prescription drugs used for the purpose of mood alteration or intoxication, or inhaling the fumes of certain volatile substances for their mood altering or intoxicating effect. This does not include any prescription or over the counter medication a student is required to take. These must be left with and administered by the school nurse.
15. Insubordination: wilful refusal to follow an appropriate direction given by a staff member.
16. Intimidation: frightening or threatening another person with bodily or property harm, pushing, bumping or tripping with the intent to frighten or threaten.
17. Leaving school grounds: departure from school grounds without permission during school hours.
18. Littering: carelessly or deliberately dropping rubbish, includes not assisting with clean up duties.
19. Use of Mobile devices: causing a nuisance with objects that cause distractions, such as mobile phones, radios, headsets, universal remote controls and laser pointers.
20. Plagiarism: the use of words or ideas without acknowledgement. Loss of credit for the assignment.
21. Presentation Policy: out of uniform, poor wearing of uniform, not shaven, inappropriate haircut, piercings.
22. Privacy: filming, taking photographs or recording members of the school community without permission. Uploading or circulating photos or videos of Mazenod students or staff without permission.
3, 4, 5, 6
The school has a zero tolerance policy, so expulsion applies.
Police referral may follow.
23. Profanity/obscenity: written or oral language or drawings that offend the senses or the standards of morality of the school and the community. 1, 2, 3, 4, 5, 6
24. Safety: endangering the safety of others.
2, 3, 4, 5, 6
25. Tardiness: being late to school or class with no valid excuse.
26. Theft, or knowingly receiving or possessing stolen property: – unauthorised taking of the property of another person or receiving or possessing such property
27. Tobacco & electronic cigarettes: possessing, using or distributing tobacco and electronic cigarettes at school, or whilst in school uniform. Students present during use or serving as lookouts will incur the same consequences.
28. Weapon or lookalike weapon: possessing any device intended to look like a weapon that would be capable of producing bodily harm.
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
Police referral may follow
4, 5, 6
4, 5, 6
• Lunchtime conferences of no longer than 20 minutes which are conducted and supervised by Classroom Teacher.
• Year Level Coordinator detention from 3:15 pm – 4:00 pm, which are conducted by Year Level Coordinator / Assistant Year Level Coordinator and communicated to parents through a generated letter.
• Saturday Detention (academic and behaviour) from 9:00 am – 11:00 am, which are conducted by the Deans of School and Deputy Principal and communicated to parents through a generated letter.
(Recess or Lunchtime)
Taken by subject teacher for subject specific matters, for example; failure to complete homework, inappropriate behaviour and lateness to class. The subject teacher is responsible for their classroom discipline and due dates for work and assessment tasks.
(45 minutes)
Issued/supervised by the year level coordinators/assistant year level coordinators for referrals from subject teachers, lateness to school, presentation infringements and at the coordinator’s discretion. Held one night of the week at the coordinator’s choice.
(2 hours)
Issued/supervised by the Deans of School or Deputy Principal – Students after referral or consultation with year level coordinator. VCE Academic Detention for Students that fail to complete work.
• Behaviour: after referral from year level coordinator
• Academic: after referral from VCE teachers.
Issued by the Deputy Principal – Students, or Deans of Senior and Junior School and authorised by the Principal.
The Homeroom Teacher sets the tone for the year. A positive, friendly atmosphere in the Homeroom is more likely to draw positive responses from the students in a range of circumstances. In giving respect to each student the teacher sets the standards of behaviour, which all teachers can expect, from each and every member of the Homeroom. Students show this by standing when the teacher enters and leaves the room, by listening politely when someone is speaking and by addressing each other in a suitable manner.
The Homeroom Teacher is most likely to be the first to pick up when students are having difficulties. Students always appreciate a sympathetic ear and if teachers are in need of further assistance then the Year Level Coordinators should be approached. The Period allowance for Homeroom Teachers is one per week.
Prayer Life begins with the Homeroom Teacher. Prayers take place in morning Homeroom but the format varies considerably. Many teachers use the prayer that heads the Daily Bulletin with the teacher or student reading it with the class dwelling on its meaning and relevance for the day. Other teachers use the front of the diary, which has a standard format for an introduction, which can then be followed by one of a variety of prayers, listed there. A thoughtful selection of prayers with some attention to variety and relevance is conducive to a prayerful response from students. This may take the form of selections from above sources, readings from the bible, or a song.
On days of special significance (Ash Wednesday, Anzac Day, Remembrance Day, etc.), the Homeroom Teacher should assist the Liturgy Prefects to lead liturgical celebrations with his or her class.
The administration period starts at 8:40am and students should be greeted by the presence of the teacher as they arrive. During this period the teacher reads out the News feed and the prayer (published in the Daily Prayer section of MazCom) and the attendance roll is taken. Roll marking is entered on MazCom. Homeroom Teachers have the capacity to mark students Absent, Present or Late. Students are required to bring a note from home to explain previous day of absence, if they are late or if they have to leave early.
Early Departure notes are to be signed by the Homeroom Teacher and the student then proceeds to the Student Counter to register the Early Departure.
The Student Counter house clip board folders that contain up-to-date Homeroom lists for teachers to mark attendance on the occasion MazCom/SynWeb is down or for emergency evacuations.
Although rare, when having to mark a printed roll in the clipboard, if a student is present, a written “P” is placed in the first box. If a student is not present he is marked absent with an “X”. LATECOMERS WILL NOT BE REGISTERED BEFORE 8:50 AM from the Student Counter. Teachers are to adjust the roll once the Students enter the Homeroom period. After 8:50 am, a late student has to report to the Student Counter at Reception to sign in. Subject teachers generally ask latecomers if this process has been carried out when a student arrived late to class.
It is College policy, noted in the diary, that parents should ring Reception before 9:30 am if the student is to be absent. If no phone call is received to explain their absence, an SMS will be sent to their nominated Absentee SMS contact. It is vital that Homeroom Teachers complete the online attendance during or straight after Homeroom in order for data to be ready for an SMS to go out after Recess.
Our Learning and Teaching framework at Mazenod College recognises that young men have particular learning needs. Drawing on research commissioned by the International Boys School Coalition, of which the College is an active member, Dr Michael Reichart and Dr Richard Hawley have identified the core elements for boys’ learning. Boys are relational learners and ‘learn’ their teachers – they choose to learn based as much on teachers as on subjects. Positive and authentic relationships between staff and students, centred around “conversational learning” and founded in mutual respect, are therefore fundamental to what Mazenod does.
We use a Visible Learning Framework based on the research of Professor John Hattie to ensure that we are making a positive difference to maximise the learning outcomes of our students. Visible learning occurs when learning is the explicit and transparent goal. By making learning visible, teachers are more empowered to intervene in meaningful ways to enhance student achievement.
The advocated principle instructional practice is Explicit Teaching as outlined in the research of Anita Archer and others. Teachers use a strategic collection of instructional practices combined together to design and deliver well-crafted lessons that explicitly teach content to all students. While direct instruction is the principle teaching method, teachers are given autonomy to explore other teaching methods, including scaffolded student led research where appropriate. To further support teachers in the design of their lessons and instructional practices, the ten research based principles of instruction outlined in the work of Professor Barak Rosenshine are referred to.
Visible Wellbeing techniques are integrated into teaching practices to build student wellbeing. This approach brings wellbeing to life in practical and accessible ways, extends beyond the classroom into co-curricular activities and seeks to embed a culture of wellbeing across the broader College community.
As part of a focus on Visible Learning, the Mazenod Learning and Teaching Policy advocates Explicit Teaching as the principle instructional approach. This document aims to explain what this approach means, what it doesn’t mean, and how it fits within the Oblate Charism. Teaching teams can use this document when planning units and lessons, as a ‘first principles’ guide. Importantly, the policy also states that: While Explicit Teaching is the principle teaching method, teachers are given autonomy to explore other teaching methods where pedagogically appropriate.
Explicit Instruction:
In the quest to maximise students’ academic growth, one of the best tools available to educators is explicit instruction, a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.
Anita ArcherLearning goals that are obvious and known
• Having clear lesson and unit learning goals that are known by teachers and students
• Students know when they have achieved these goals
• Teachers plan activities that allow them to know when students have achieved these goals
• Students are shown worked examples of finished work
• Explicit Instruction has a goal of 80% mastery in any lesson
Clear, unambiguous instruction
• Teachers structure direct instruction in clear, easily processed sections
• Teachers often use an ‘I do, we do, you do’ protocol
• Resources are selected that are at an appropriate reading level for the students
• Resources avoid distracting or off topic material
Feedback that is regular and used
• Each class involves feedback mechanisms that allow students to compare their performance against the learning goals
• Feedback from teachers is focussed on the learning goals
• Feedback is used by students to improve performance (and teachers create protocols by which this is achieved)
• Feedback is primarily formative not summative
Regular practice
• Each class begins with revision of previously learned knowledge or practising skills
• These revision moments go beyond the current unit, to revise material from previous units, terms, semesters and years.
Vertical curricular knowledge
• Teachers communicate why students are learning this skill or knowledge, and how it will be developed in future units
• Students appreciate the need for this skill or knowledge
• Lessons and units are planned with ‘constructive alignment’ in mind – lining up learning goals, learning activities, and assessments so that each activity contributes to the goal.
Learning is scaffolded
• Teachers provide scaffolds such as faded worked examples, literacy structures, and checklists
• Scaffolds are gradually removed to allow students to achieve self mastery
• Complex tasks are introduced through concrete examples, which gradually build to the abstract (see the SOLO taxonomy for a formal way of approaching this)
Students have time for Guided Practice
• Time is provided during class for students to complete examples of the skill, allowing for ‘just in time’ feedback.
• Practice activities are ‘levelled’ to allow for differentiation where appropriate
Routines and Procedures are established and consistent
• Classroom discipline structures are set early and adhered to consistently (boys feel safe in structure)
• Clear protocols are set for discussions, group work, and individual work, including what to do when students are confused or need help
• Students are made aware of both what structures exist and why these benefit their learning
• Protocols around submission of work, feedback timelines, and work structure are clear
Chalk and Talk:
• Explicit teaching has sometimes been mischaracterised as direct instruction to the detriment of any other instructional method. A lesson consisting of only direct instruction (without guided practice or feedback mechanisms) will likely overwhelm the cognitive load of students and lead to minimal learning.
A lack of critical thinking:
• Paul Kirschner claims that “if critical thinking skills exist, they can be explicitly taught”. Proponents of explicit teaching suggest that teachers should identify what it is that experts do when thinking critically, and teach those skills, behaviours, and mindsets with the same declarative intention as any other content.
One size fits all:
• Explicit Teaching does not negate any differentiation. While explicit teaching usually presents the class with an overall learning goal, well-structured lessons move from the concrete to the abstract. While some students may achieve success by mastering the concrete, others will need to be pushed to consider connections beyond the immediate learning. Lorraine Hammond also argues that direct instruction (the content delivery part of direct teaching) “allows teachers to teach the same concept to students but differentiate at the point of individual practice”. This means that great lessons may include ‘levelled’ guided practice activities as embodied in the SOLO and ‘must, should, could’ protocols.
Pure Inquiry or PBL:
• While experts use something similar to the inquiry model in research to generate new knowledge, they do so from a vast base of declarative knowledge and well-honed skills. It is necessarily slow and methodical. Novices experience more efficient knowledge and skills growth with clear scaffolding. Student research projects have their place when research skills are to be explicitly taught and practiced.
First, make them human, then make them Christian, then make them saints.
St Eugene was very direct in his communications. When St Eugene started his preaching career, he broke down the barriers for the common people of Provence to hear his message. First, he held his masses early in the morning to allow the common people to attend. Second, unlike the other priests of his region, he preached in Provencal, rather than High French. His preaching was deliberately direct and understandable. Tradition has it that St Eugene would try to find the one congregant who was disengaged and try in his preaching to reach that one soul. His aim was universal mastery reached through clear and unambiguous instruction.
Research Base and Further Reading:
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications. Hammond, L (2019). Explainer: what is explicit instruction and how does it help children learn? The Conversation Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge. Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(2), 75-86. Knight, J. (2012). High-impact instruction: A framework for great teaching. Corwin Press. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American educator, 36(1), 12. Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational psychologist, 42(2), 115-121.
Mazenod’s learning and teaching pedagogical framework is set upon a set of guiding principles that are followed by all teachers and in all subjects. Teachers collaborate to achieve a consistent approach to these principles:
respectful relationships:
• these underpin our learning and teaching. All members of the community display courtesy and respect to one another
discipline:
• the College values and seeks to instil a discipline towards learning, with resilience and a willingness to learn as features
high expectations:
• in regards to behaviour, attitude, commitment and academic performance
equity:
• a set curriculum and course delivery and a preparation for assessment and assessment tasks that is common across classes within the same subject
• continuity and progression: is seamless across the year levels with evident pathways for student development in particular subject areas
personalised:
• provision for all students including those with individual needs and those with particular gifts and talents. Enhancement pathways, special needs, modified programs and options in assessment for mainstream are all provided
rigorous and relevant:
• a robust curriculum that is thorough and challenging. The curriculum is regularly reviewed and updated with reference to State and National requirements
• lifelong learning:
• a curriculum that is designed to be relevant as both preparation for future learning demands and for a happy and prosperous adult life
explicit and scaffolded lessons and tasks:
• explicit step by step instructions are provided, that graduate learning, building from simple tasks to more complex tasks. Our lesson design seeks to provide a scaffold that enables students to complete tasks, together with a clear understanding of what students are learning and why they are doing so. This is further articulated in rubrics for assessment of tasks and projects
regular feedback:
• Mazenod provides regular assessment for students in many forms including both formative and summative. Feedback is provided in a variety of forms including marking sheets, rubrics, written, audio or video teacher comments, peer feedback and self-evaluation. Student work is returned in an appropriate timeframe, typically within two weeks
The HITS are a set of teaching strategies designed to make the Visible Learning framework operational, rather than theoretical. The advocated explicit teaching approach incorporates all 10 of the HITS, althoughtnot always in every lesson.
Within these twin frameworks teachers are trusted as professionals to plan for student learning, drawing on their personal strengths as teachers and individuals.
To assist teachers with the task of planning for meaningful learning, the College employs three learning data platforms:
MazCom – our instance of the Schoolbox Learning Management System with a variety of data tools
TrackOne Studio – learning analytics suite
edQuire – real time school learning analytics and laptop use monitoring
To assist staff in humanizing and operationalizing this data, the College employs a Dean of Data, Systems, and Analysis and a dedicated Data Analyst. You are welcome to contact either of these staff members at any time for data support or training.
The Deputy Principal (Curriculum) runs monthly Curriculum Meetings with a team of staff appointed by the Principal. Items for discussion can be submitted through your Faculty Coordinator or directly to the Deputy Principals – (Learning and teaching or Curriculum and Staffing) who you will find easy to approach. The Curriculum team is made up of the Dean of Data Analysis, Dean of Staff, Learning Diversity Coordinator, VCE Administration and Exams Coordinator, Enhancement Coordinator and the Faculty Heads who are directly responsible for the curriculum at Mazenod College. The College also administers an extensive Enhancement Programme for gifted students and facilitates the Learning Centre to support students with special needs.
All subjects at every year level are governed by Course Outlines or planning documents of which each student should have access via the College Learning Management System, MazCom. These documents are located on MazCom and provide a description of the course and outline course requirements and learning outcomes.
Exams are held at the end of Semesters 1 and 2 for all students. For students in Years 11 and 12, there is a detailed VCE Policy for successful completion and attendance.
Apart from the Course Outlines that are given to students via MazCom, each assessment task should be introduced by way of a criteria sheet. This outlines the requirements for the task and sets out the criteria by which grades will be awarded. Letter grades or percentages are allocated to assessment tasks at these year levels, based on the performance of the students according to these criteria or on a rubric or a marking scheme.
Most subjects award very high to very low for each criterion, with each having a numerical value (eg. very high is five and very low is one). The total scores are then compared to a pre-determined scale for grades, and the grade consequently arrived at. Grades range from A+ to E and a UG is awarded when a piece of work fails to meet the minimum required for an E. There is a Late Work Policy on MazCom for Years 7-10.
In Year 11 the Course Outline should also be used to indicate to students the minimum requirements for an ‘S’ for a VCE unit. Failure to submit any part of the requirements by the last day of the semester, as declared in the diary, will result in that student receiving an ‘N’. ‘S’ or ‘N’ does not apply to Years 7-10. Contact with parents of students who fail to submit work, or meet deadlines is required, and this communication is shared with the Year Level Coordinator.
Course Outlines should also be used with Year 12 and VCAA procedures and practices must be followed. All Year 12 students complete formal examinations.
Homework is considered to be an integral part of the teaching and learning program, supports the development of sound study attitudes and habits and is considered valuable for developing an individual sense of responsibility and self-discipline.
The school believes that homework serves a number of purposes including:
• Developing positive study habits and subject working skills
• Reinforcing and enriching work undertaken in class
• Providing parents with an insight into the work covered at school and providing feedback to teachers
• Preparation for assessment tasks and exams
The homework guidelines vary from year to year, gradually increasing from Years 7 to 12. Ranges are indicated to allow for individual differences and some increase during the year and at exam time.
Individual students have different patterns each week depending on other commitments and may complete fewer sessions with slightly more time or vice versa.
Homework should be noted in students’ diaries and regularly monitored. Time guidelines include school related reading and other activities.
Homework activities include: set homework, research, reading, spelling, language practice, assignments and assessment tasks, revision, exam preparation, exam and assessment task practice. There is no such thing as ‘no homework’. Starting in Year 9, one (and later two) weekend sessions should include some regular revision, summarising and exam preparation.
A weekly homework/study timetable can be a great help to many students, and can be a brief overview or outline of the week or a more detailed breakdown of the students’ use of the available study time, depending on the needs of the individual student. Homeroom teachers can assist in the preparation of a homework timetable.
If a student is needing to complete more than the upper limit of these guidelines on a regular basis they should consult with their Homeroom Teacher and/or Year Level Coordinator who can advise on ways to manage and reduce homework loads and who can liaise with the student’s subject teachers.
Year 7
1 hour – 1 hour 15 minutes per week night (5 sessions)
Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History, Science, Italian/Japanese/Mandarin) over the course of a week.
Each student must consider his individual timetable, but each night should have at least 4 to 5 blocks of 15 minutes sessions in order to cover each subject of that particular day. In the event that one subject has very little homework, this frees a student up to spend more time on another subject (or an extended assignment) for the evening.
A student should take a 5 – 10 minute break between each block or pair of blocks each night.
Year 8
1 hour 30 minutes per week night (5 sessions)
(possibly up to two hours in one night a week depending on a timetable)
Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History/Geography, Science, Italian/Japanese/Mandarin) over the course of a week.
Each student must consider his individual timetable, but each night should have at least 4 blocks of 20 minutes sessions with 10 minutes for reading/spelling/rote learning language phrases and no more than 6 blocks of 20 minutes on any one night. In the event that 5 or 6 homework sessions are required in any one night, the 10 minutes of reading etc. is given to one of the other subjects.
A student should take a 5 – 10 minute break between each block or pair of blocks each night.
1 hour 30 minutes per night (6 sessions)
(possibly up to two hours in one night a week depending on a timetable)
Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History, Science, Italian/Japanese/Mandarin) over the course of a week, and a smaller amount of time to other theoretical electives (such as Geography, Financial Literacy, Forensic Science, etc.).
Each student must consider his individual timetable, but each night should have at least 4 blocks of 20 minutes sessions with 10 minutes for reading/spelling/rote learning language phrases and no more than 6 blocks of 20 minutes on any one night. In the event that 5 or 6 homework sessions are required in any one night, the 10 minutes of reading etc. is given to one of the other subjects.
In Year 9, some nights will be very light for homework due to a student’s choice of electives, this does not mean the student should have a night off, but rather this allows them to take the pressure off another night by spreading their homework load across a week.
A student should take a 5 – 10 minute break between each block or pair of blocks each night.
All students are expected to undertake their studies to the best of their ability, both in class and at home. This includes completion of all set work including assessment tasks. Students are expected to follow the guidelines, stages and timeline provided by teachers for the completion of work and assessment tasks.
Should a student fail to complete classwork or homework or should they fail to make progress on extended assessment tasks, they will be given a warning and a reminder. Teachers will document progress. Further warnings result in possible lunchtime detentions. If there is no progress after a week, parents and Year Level Coordinators will be notified of the progress concern via an email letter. Further progress concerns result in Thursday or Saturday detentions.
Should a student fail to submit a major assessment task on the due date, a letter of concern will be immediately emailed to parents and Year Level Coordinators. Satisfactory explanation is requested. Satisfactory explanation can include school related activities, significant illness or major family activities or emergencies. Students have two further school days to complete the task.
1. If adequate explanation is provided the work will be marked as normal.
2. If no adequate explanation is given students can receive a maximum D+ for their work. Their result is reduced three whole grades (e.g. from A+ to D+)
3. If the task is not submitted within the two days allowed teachers will give an N grade for the task and notify the Year Level Coordinator to arrange a Thursday or Saturday detention. The task must still be completed.
4. If the task continues to be unfinished further detentions may result and a parent meeting will be organised.
The VCE is awarded solely on the basis of satisfactory completion of units. To satisfactory complete each unit a student must demonstrate achievement of each of the Outcomes for that unit. This is done only through completion of designated assessment tasks.
Achievement of an Outcome means:
• The assessment task work meets the required standard
• The assessment task work was submitted on time
• The assessment task work is clearly the student’s own work
• There has been no substantive breach of rules
If all outcomes are achieved, the student will receive an S for the unit.
There are two types of tasks used to assess achievement of Outcomes.
1. SACs (Assessment completed in class time).
The majority of assessments in the VCE are completed in class time. They must be handed up at the end of the scheduled class time. Attendance at these assessments is therefore crucial to a student’s success. In the case of absence from a SAC the following rules apply:
• If the absence is school approved (medical certificate, family emergency, unavoidable school related approved by Principal), the student will have the SAC rescheduled and it will be scored. In some cases when the SAC cannot be rescheduled the student will be given an estimated score.
• If the absence is not approved, the student will have the SAC or a similar SAC or some other work rescheduled as soon as possible. This will NOT be scored. It will be graded NA but must be completed in order for the student to demonstrate achievement of the Outcome.
2. SATs (Assessment tasks completed in class and at home).
Some assessment tasks are completed over longer periods of time, including at home, with a final due date.
Final submission of these assessments on the due date is therefore crucial to a student’s success. In the case of non-submission on the due date the following rules apply:
• Students may apply for an extension of up to 2 days.
• Applications MUST be made prior to the due date. Applications are made on a form obtained from their coordinator. Possible reasons for granting of an extension would include school approved absence.
• If no extension application or approved absence, the student must submit their work ON THE DUE DATE even if incomplete. No further work submitted after this will be scored.
Once a student has completed the SAC work or submitted the extended task, the teacher will assess the work and determine whether the student has demonstrated achievement of the relevant outcome(s). If they have not, they will receive a written ‘N Warning’ letter (also sent to parents). Students will be given one further opportunity to demonstrate achievement of the outcome. This could be re-sitting the same SAC or a different SAC, completing additional work on the same task, completing extra work at school or at home, attending an interview, etc. The teacher determines the appropriate time frame for this – typically within 7 days. This will NOT be scored, but must be completed in order for the student to demonstrate achievement of the Outcome.
If students still do not demonstrate achievement of the outcome, they will receive written notification of a ‘Provisional N’ for that unit (also sent to parents). The unit failure (N) is provisionally awarded, however:
• Students may have the ‘Provisional N’ redeemed with appropriate behaviour and completion of all work during the semester, and/or demonstration of improved understanding on the final exam.
• Students may have the unit failure (N) awarded at the end of the semester if they demonstrate no improvement or with further unsatisfactory or incomplete work in that semester.
All outstanding class work, homework and assessment task work must be submitted by the final semester date as published in the diary. Final decisions regarding the awarding of N are made after this.
Students are expected to attend sufficient class time to complete work. This is considered to be at least 90% of all lessons in each subject. Attendance is monitored each lesson and reported to parents. Whenever a student knows they will be absent from class for any reason he should notify his subject teachers prior to the date.
1. After a student has missed 8 lessons for any reason (doubles = 2 lessons), students receive a verbal warning from their teacher or coordinator. More than 20 minutes late counts as an absence.
2. Further absences must all be ‘approved’ as one of the following:
• Unavoidable school related absence (sports, choir, excursions etc.)
• Medical absence with a certificate
• Genuine family emergency (parents notify YLC)
3. After the next non-approved absence students receive a written ‘N Warning’ (sent to parents)
4. With further non-approved absence, students are in danger of receiving written notification of a ‘Provisional N’ for that unit (sent to parents). The unit failure (N) is provisionally awarded, however:
• Students may have the ‘Provisional N’ redeemed with NO further non-approved absence in that semester and appropriate behaviour and completion of work
• Students may have the unit failure (N) awarded at the end of the semester with further non-approved absence in that semester, inappropriate behaviour or non-completion of work
• All students have the right to complete their studies in the best possible learning environment
• All students are expected to take thorough notes and participate fully in class activities
• All students are expected to complete all designated homework to the best of their ability
• Students who behave in class in ways that disrupt other students learning or who do not complete
• designated work may:
• Receive a verbal warning from their teacher and/or Coordinator and Parents informed by phone
• Receive a progress concern letter referring to inappropriate classroom behaviour, completion of homework or class work, deadlines, quality of effort
• Receive a detention to complete work (Thursday or Saturday)
Inappropriate behaviour and non-completion of work will be recorded by teachers and coordinators, and will be referred to should a student be called to a promotion interview at the end of the year and may be a factor in a student being denied the right to proceed to the next year level.
The full updated Promotion and Pathways Policy can be found on MazCom under Staff Services > Policies, Procedures, Forms, & Guidelines.
In brief:
In considering the appropriate pathway for a student, Attendance and Achievement will be taken into account with respect to:
• The student’s attendance rate in each subject or unit does not deplete lower than 90% per semester
• The number of subjects or units satisfactorily completed
• The student’s progression in Semester 1 as a point of reference
• The completion of all assessment tasks including examinations with a minimum subject weighted average* of 55%
• A demonstrated commitment to complete all tasks within subjects/units
• A positive attitude towards staff, work and a consistent work ethic
• Satisfactory behaviour and a demonstrated willingness to comply with the College rules and expectations
Students who do not meet the requirements for satisfactory completion of subjects will engage in a progress interview with the Dean of the appropriate school (Junior or Senior), and other relevant staff.
At this panel, various options will be discussed, including changing vocational pathways, choosing alternative studies, moving to a reduced load, or changing study habits.
Fundamentally, Mazenod College is proud to offer a wide variety of pathways for young men and choosing the correct one for each student is the focus of this policy.
Mazenod uses Accelerus to produce reports. Reports are issued at the conclusion of each semester. A detailed report writing guideline is available on MazCom and distributed at the start of each semester. While teachers have input into work habits and VIC CURRIC Standards that are displayed on subject reports, these reports are largely generated from the work teachers do in their ongoing feedback and reporting throughout the semester.
All reports are immediately provided as a PDF to parents via MazCom. Parents are given advance knowledge of their son’s progress as staff provide real time assessment results and comments during the semester. All results are delivered in this way via MazCom.
1. All assessment tasks have their grades or percentages reported to students and parents on MazCom in real time during the year. It is expected results would be available two to three weeks after the assessment item is completed.
2. All results will be withheld from electronic distribution during exam periods. They will be released at the completion of the exams.
3. Teachers in all subjects in Years 10 - 12 and core subjects in Years 7 - 9 provide to parents and students summative feedback on two assessment tasks per semester. Years 7 - 9 elective teachers provide one online comment per semester. This feedback can take the form of written comments, but can also utilise the in-line annotation, video, and audio functionality of MazCom. Teachers are encouraged to consider the feedback method most appropriate to student skill development.
4. Teachers are also expected to provide real time formative feedback during preparation for assessment tasks.
5. All exams and assessment tasks are returned to students with relevant feedback. Feedback for assessment items will include comments, or a detailed rubric/criteria sheet or a marking scheme for that task.
Semester reports are immediately distributed to parents as a PDF on MazCom.
Teachers are encouraged to view feedback as more than a summative comment on assessment tasks, but an ongoing process that helps students make meaning out of their learning tasks. Teachers are encouraged to consider utilizing a range of feedback practices such as:
• video and audio feedback;
• student self evaluation;
• individual student conferencing;
• peer evaluation;
• exemplars;
• annotated work samples;
• real time monitoring using the Google Suite and Hapara Teacher Dashboard
Mazenod offers a range of ICT platforms that provide feedback functionality and teachers are encouraged to consult with the Digital Coaches, LMS Coordinator, or the Head of Library & Digital Resources for training and ideas regarding these platforms.
Hours: Mon-Thurs 08:00 AM - 04:30 PM
Friday 08:00 AM - 03:30 PM
School Hols. CLOSED
Online: http://mazenod.libguides.com
Email: librarystaff@mazenod.vic.edu.au
Phone - Workroom: EXT. 1137
Phone - Head of Library EXT. 1150
Staff: 2 Library-Teachers
2 Library Technicians
Head of Library
Information fluency & eLearning skills development is available from teacher-librarians to:
• Develop research, digital citizenship and information literacy skills
• Advise on selection of reading material and instruct reading class
• Teach use of databases, search engines and online resources
• Support the integration of ICT into the curriculum through the use of digital resources, Hapara Teacher Dashboard, Google Apps for Education, online textbooks and other digital learning applications
Research Assignments - Discussing a proposed research assignment with our teacher-librarians:
• Is an opportunity to assist you in teaching research and information fluency skills
• Allows time for a tutorial to your students in the use of online databases etc.
• Enables the library staff to assist with appropriate resources
• Ensures you are directed to learning resources on the Library homepage
• Improves student success with the research activity
Learning resources include:
• OCLC Worldshare resource management system – world class discovery layer searching for access to all resources including websites and digital documents
• Library homepage with links to resource lists, guides and learning support
• Social media profile for easy communication
• Digital equipment – digital cameras & recorders, movie cameras, microphones
• Databases & electronic encyclopaedias – develop your students as lifelong learners by teaching them how to research with authentic research tools and methods
• Fiction collection is extensive and built upon student recommendations. Mazenod College has an enthusiastic and active reading community
Bringing a class to the Library:
• Book online via MazCom – book the space you require
• Consult with teacher-librarians to ensure your class has available support and is using the best possible resources. Information skills teaching sessions are offered by teacher librarians
• Request resource list of recommended reading on a particular area of study
Sending students to the Library on a pass:
• Up to 5 unaccompanied students may be sent on a pass at any one time
• Supervision of individual student tests can be arranged by contacting the Library staff
Clubs and extra-curricular lunchtime activities:
• Victorian Premiers’ Reading Challenge
• Student Book Club – Tuesday
• Kerbal Space Program – Wednesday
• iSupport Student Tech Team – Thursday
The Head of Digital Learning Resources provides overall support and integration of digital learning resources at Mazenod from policy, licencing, Student Personal Computer Program, teaching and learning support and access to digital resources. The Head of Digital Learning works with Coaches to ensure teachers have a quality digital teaching and learning environment.
Digital Learning Coaches will assist you in integrating ICT into your classrooms. They are available for 1:1 or small group coaching in specific technologies, or can work with faculties or year level teams to help teachers plan for greater ICT integration. They are also available to provide classroom support and demonstrations. Your digital learning support team cannot be experts across every available technology however, if you are aware of a gap in your knowledge or have an idea for your classroom that you don’t quite know how to bring to fruition, they can offer suggestions and provide practical assistance. They can also point you in the right direction for some further professional learning if needed.
MazCom (Learning Management System), IT and Audio Visual Departments are also part of your digital team at Mazenod. See the chart below for contact details and links to relevant personnel and resources.
Digital Learning Coaches
Staff digital skills
Staff digital curriculum support
PL Workshops
Personal support
Faculty meetings support
Mazenod, Hapara, GSuite Support
Head of Library & Digital Learning.
Resources
LMS Coordinator
Laptop / Hardware Support
Audio Visual / Clickview
Digital learning overview
Student / staff digital services
Access to learning software etc.
MazCom maintenance & support
Online support: https://sits.google.com/mazenodCollege.vic.edu.au/spcprogram/home
Clickview
Recording TV Programs
A faculty specific catalogue can be found on the AV page on the Intranet. If ordering a program which is not on ‘Clickview’, please call or email the AV technician as early as possible with the name and number of the program. ‘Clickview’ is an online video server located at the College. All classrooms have a data projector and speakers.
You can watch the videos using this data projector via your laptop using the ‘Clickview’ program or using an external USB DVD Player connected to your laptop. We currently have many videos online via the ‘Clickview’ program, many more titles are on DVD in the AV Office.
Copyright rules are to be strictly adhered to! Large penalties can be applied to the College and individual for infringements.
All policies and procedures can be found on MazCom under ‘Policies, Procedures and Guidelines; https://mazcom.mazenod.vic.edu.au/homepage/2920
Mazenod College is a Catholic Secondary College for boys located in Mulgrave. The College was established to serve the growing parishes in the suburbs of Clayton, Springvale and Waverley in Melbourne’s South East. The College, served by the religious congregation called the Oblates of Mary Immaculate, is named for the founder of the Oblate Order, St Eugene de Mazenod.
The College commenced in February 1967 with 79 students in 2 modest classrooms at St Joseph’s Primary School in Springvale. In 1968 the school moved to its current location in Kernot Avenue and today we provide quality education to over 1400 students. With little to no funding from government, those early years proved challenging, and the College was reliant on the parishes, the Oblates, and parents, to help support the school. With much goodwill and hard work the foundation of the College was forged and it is through their generous efforts that the College developed from those pioneering years.
Despite the struggles of the early years a clear vision for the school was created. Father James FitzPatrick O.M.I., the first Rector of Mazenod College from 1967 to 1972, was instrumental in the foundations of Mazenod’s curriculum and identity. He was responsible for the College crest, motto and anthem. With an emphasis on creating “an atmosphere of real academic excellence” even with the limited resources, Father FitzPatrick wanted a fair go for all the students enrolled. He later stated that our students were “going to have to say they’re from Mazenod for the rest of their life. It’s not just for six years that they’re there. Their future educational and social opportunities depend on it”. Mazenod College holds proud this tradition with the past students often identifying as old boys and ‘Mazenodians’.
The first building at the Kernot Avenue site was completed in early 1968, classes began at the new site on 4 June of the same year. These first years saw the College expand quickly with the addition of two science rooms in 1969, and much needed classrooms in 1971.
The student cohort numbered 570 in 1973 when Father Kevin Davine O.M.I. took over as Rector. With a new Rector a new era of the College began with a strong focus on developing student morale and sports involvement. Father Davine took on the responsibility of coaching the Senior Football and Cricket teams; the Sportsman’s dinners were introduced from August 1974 and the Old Collegians Cricket Team was established in the same year.
Further extensions were continued with the addition of the Library and Canteen in 1974, and the penthouse block in 1975. The ovals were improved and the freeway development opened up in 1976. In 1977, more buildings were in progress with the beginning of the construction of an administration block, and plans were in development for the construction of a Gymnasium. Father Davine reminisced “As I look back on those years I marvel how in the short space of 5 years I saw the College spirit grow to the point that our boys wore the colours proudly”.
In 1978 Father Ian Mackintosh O.M.I. was appointed Rector and continued through to 1983. With close to 800 students in his first year as Rector, the College continued to grow. The administration block was built in 1978, the College’s first gym in 1979, and stage one of the Manual Arts building was completed in 1982. This contained facilities for classes in Art, Engineering Workshop, Woodwork, as well as classes for choral and orchestral work. Stage two was completed in 1984 and the chapel just prior to this in 1983.
In 1981, the College launched the very first musical, ‘Joseph and His Amazing Technicolour Dreamcoat’, in conjunction with Avila College. This was the beginning of the annual musical production at the College, a tradition that proudly continues to this day.
Father Mackintosh was instrumental in encouraging students’ interest and concern for the Oblate missionary activities in Indonesia. The Charism of the Oblates has remained an integral part of the Mazenod community, “We encouraged senior students to attend our morning Masses, to be part of youth groups in their Parish and by our overall friendliness with the boys and our involvement in sports coaching, plays, music...to get close to the students and be models for them”.
On February 19, 2021, Father Ian was the first of the Mazenod College Rectors to have passed into eternal life.
Father Patrick Moroney O.M.I., who had been one of the early teaching staff in the 1960s, and school counsellor in the late 1970s and early 1980s, was appointed Rector in 1984. The student enrolment stood at over 1000, with 66 members of staff. During this era the College expanded to the other side of Kernot Avenue in 1984 when the Manual and Fine Arts Complex was opened. The O’Rourke building was opened in 1987, housing the school library, a lecture theatre and Year 12 complex.
Father Moroney encouraged Community Service initiatives in the area, organising for students to work with elderly people and the handicapped. One of his important achievements as Rector was the extension of the music program, providing greater resources and an expanded program. In 1984, to demonstrate the achievements of the talented students and staff, the first musical evening was held, establishing the tradition of the annual concert.
During his tenure, Mazenod celebrated its 20th Anniversary. He reflected that what “inspired the pioneers of the College, namely the parents, parishioners and priests of the area...was the genuine and heartfelt desire to have a Catholic Secondary Boys school to which they could send their sons” and that “Religious Education in its many facets, must hold a position of pre-eminence in the life of the College”. Father Moroney’s appointment concluded in 1988.
Father Davine returned as Rector in 1989. An ever expanding Mazenod now had to contend with a rapid increasing need for Information Technology and buildings were adapted and expanded to cater for computers. A new staff and conference room was added in 1992 to provide for the needs of growing staff and use of school facilities.
Father John Sherman O.M.I. was appointed Rector in 1996. He continued the tradition of the ever growing College with refurbishments to the Priests’ residence, Administration Wing, Gymnasium and major renovations of facilities in the late 1990s and early 2000s. The quadrangle was repaved and landscaped, and a new fountain was created outside the Chapel in 2000.
Father Sherman was influential in establishing the tradition of celebrating the successes of the students by introducing the 90+ assembly and creating the Hall of Honour “an important part in inspiring our boys in looking back, the sense of community is the important thing. We cooperate with each other and we try to celebrate each other’s success”. He was also instrumental in setting up the student representative council (SRC) in 1996. In 1999 Mazenod was accepted into the Associated Catholic Colleges sporting competition.
Father Moroney was re-appointed Rector in 2002. The new millennium saw the continued development of the College with the Founders complex opened in 2007, with dedicated space for Music, Drama and IT departments. The expansion of the Learning Centre enabled the College to provide assistance to students, and the development of a multi-purpose AV Teaching and Senior Cafeteria for Year 12 Students opened in 2009.
Father Michael Twigg O.M.I. became Rector in 2010, and quickly set to work in the improvement of the school grounds. The development of the synthetic football pitch, now called St Eugene’s Park, is FIFA and ICC approved, and brought Mazenod College into the forefront for hosting sporting events. The Provence Centre, a state of the art multi-sports centre was opened in 2014, allowing also for assemblies and community events to be held.
Father Twigg introduced a number of important changes into the spiritual life of the College, introducing Liturgy Prefects to assist for major ceremonies. He had a focus for social action and encouraged students, staff and the Mazenod community to be a part of helping those in need. Students took opportunities to assist in local regions with the effort to rebuild fences in devastated areas after the 2009 Victorian Bushfires. Students were also provided the opportunity to work in orphanages connected with Oblate Mission work in China, and assisted in nursing and caring for disabled abandoned babies.
Father Twigg created the Heritage Corridor (expanding on the previous Honour Hall), and worked to inspire our students with the hope that “the boys could look at the world and not sit back and be spectators but to be participants and to find a way to get involved”.
The next Rector (and former old boy), Father Christian Fini O.M.I. commenced in 2015. His lasting legacy was the introduction of laptops for every student. Such an expansive rollout of technology required a major infrastructure upgrade to accommodate the transition to digital learning. Fr Fini continued the traditions of charism by ensuring that Faith and Mission were an important part of the life of our College Community. With the celebration of the 50th Anniversary in 2017 we took the opportunity to remember “who we were, celebrate where we are, and continue our own legacy for what Mazenod is to become”.
2017 saw the extension and refurbishment of the O’Rourke Building and the Chapel. This included the creation of a new Library downstairs, new Year 11 classrooms and a modernised Lecture Theatre.
During an era of widespread governance changes across Victorian Catholic Education, the College transitioned to a Rector and Principal model of leadership. Due to this restructuring, Mr Tony Coghlan became the College’s first lay principal in 2019.
In 2021 Fr Harry Dyer OMI was appointed Rector of Mazenod College under the new model of leadership. A new College Advisory Board was also appointed the same year. Dr Paul Shannon was appointed lay princpal in 2021 and the opening of the new staffroom in 2022 was enjoyed by all staff.
As the ever-expanding College continues to move forward, it is important to reflect on the vision of those that came before us. Their dedication, hard work and belief in the College reflect the tradition of sacrifice, heroic faith and generosity. Mazenod has strived to reproduce these virtues in every generation since its humble beginnings.
Eugene de Mazenod was born into a noble family of Aix-en-Provence in southern France in 1782. The family had to flee the French Revolution when Eugene was only eight years old, and for the next twelve years often in poverty and difficulties, they were refugees throughout Italy and Sicily. During that time, his parents separated and were never to live together again.
In 1802 Eugene returned from exile to France and heartily embraced a frivolous social life. However, on Good Friday 1807, before the crucifix in a church in Aix, the young man experienced a profound conversion that made him understand the spiritual and material plight of France and of the Church. He decided to do something about it. Within a year he entered the seminary and was ordained in 1811.
Father de Mazenod set about rebuilding a world of Christian values. From village to village he preached with passion, tirelessly bringing the Word of God and the sacraments to all, visiting prisoners and offering the poor a renewed sense of dignity. In 1816 other priests, inspired by his vision and energy, joined him. In 1826 a new religious family, the Missionary Oblates of Mary Immaculate, was formally approved by Pope Leo XII.
Appointed Bishop of Marseille, de Mazenod set about renewing and uplifting the diocese. All the while he sent his growing corps of Oblates to mission in Canada, Sri Lanka, South Africa and in various parts of Europe. The Missionary Oblates of Mary Immaculate arrived on Australian shores in Fremantle, Western Australia from Ireland in 1894.
Rich in grace, Eugene de Mazenod died on May 21, 1861.
The Church recognized his life of dedication and virtue when, on December 3, 1995, Pope John Paul II officially declared him a saint.
Moved by Saint Eugene de Mazenod’s inspiration, more than 4,000 Oblate priests and brothers, supported by many Oblate Lay Associates, continue to mission on every continent of the world. His charism lives on in them.
The Oblate Seal, adopted by Eugene de Mazenod, highlights two major sources of his life and action.
At the centre is the Cross of Christ.
The outer ring gives us the Motto:
''He sent me to share the Good News with the poor. The poor are being evangelised ".
These remain the Oblate inspiration and ideal.
The Oblate’s only distinctive sign is their Oblate Cross received at Perpetual profession.
The following forms need to be completed prior to your first day at Mazenod College, either bring them with you or email to Mrs Kate Oberg at koberg@mazenod.vic.edu.au
• Australian Tax office Form
• Standard Superannuation Form
• CEVN Form
• Direct Banking Authorisation Form
Information you provide in this declaration will allow your payer to work out how much tax to withhold from payments made to you.
This is not a TFN application form. To apply for a TFN, go to ato.gov.au/tfn
When we say:
■ payer, we mean the business or individual making payments under the pay as you go (PAYG) withholding system
■ payee, we mean the individual being paid.
You should complete this form before you start to receive payments from a new payer – for example:
■ payments for work and services as an employee, company director or office holder
■ payments under return-to-work schemes, labour hire arrangements or other specified payments
■ benefit and compensation payments
■ superannuation benefits.
You need to provide all information requested on this form. Providing the wrong information may lead to incorrect amounts of tax being withheld from payments made to you.
You don’t need to complete this form if you:
■ are a beneficiary wanting to provide your tax file number (TFN) to the trustee of a closely held trust. For more information, visit ato.gov.au/trustsandtfnwithholding
■ are receiving superannuation benefits from a super fund and have been taken to have quoted your TFN to the trustee of the super fund
■ want to claim the seniors and pensioners tax offset by reducing the amount withheld from payments made to you. You should complete a withholding declaration form (NAT 3093)
■ want to claim a zone, overseas forces or invalid and invalid carer tax offset by reducing the amount withheld from payments made to you. You should complete a withholding declaration form (NAT 3093).
For more information about your entitlement, visit ato.gov.au/taxoffsets
You should give your TFN to your employer only after you start work for them. Never give your TFN in a job application or over the internet.
We and your payer are authorised by the Taxation Administration Act 1953 to request your TFN. It’s not an offence not to quote your TFN. However, quoting your TFN reduces the risk of administrative errors and having extra tax withheld. Your payer is required to withhold the top rate of tax from all payments made to you if you do not provide your TFN or claim an exemption from quoting your TFN.
You can find your TFN on any of the following:
■ your income tax notice of assessment
■ correspondence we send you
■ a payment summary your payer issues to you.
If you have a tax agent, they may also be able to tell you.
If you still can’t find your TFN, you can:
■ phone us on 13 28 61 between 8.00am and 6.00pm, Monday to Friday.
If you phone or visit us, we need to know we are talking to the correct person before discussing your tax affairs. We will ask you for details only you, or your authorised representative, would know.
If you don’t have a TFN and want to provide a TFN to your payer, you will need to apply for one.
For more information about applying for a TFN, visit ato.gov.au/tfn
You may be able to claim an exemption from quoting your TFN.
Print X in the appropriate box if you:
■ have lodged a TFN application form or made an enquiry to obtain your TFN. You now have 28 days to provide your TFN to your payer, who must withhold at the standard rate during this time. After 28 days, if you haven’t given your TFN to your payer, they will withhold the top rate of tax from future payments
■ are claiming an exemption from quoting a TFN because you are under 18 years of age and do not earn enough to pay tax, or you are an applicant or recipient of certain pensions, benefits or allowances from the:
Department of Human Services – however, you will need to quote your TFN if you receive a Newstart, Youth or sickness allowance, or an Austudy or parenting payment
Department of Veterans’ Affairs – a service pension under the Veterans’ Entitlement Act 1986
– Military Rehabilitation and Compensation Commission.
Providing your TFN to your super fund
Your payer must give your TFN to the super fund they pay your contributions to. If your super fund doesn’t have your TFN, you can provide it to them separately. This ensures:
■ your super fund can accept all types of contributions to your accounts
■ additional tax will not be imposed on contributions as a result of failing to provide your TFN
■ you can trace different super accounts in your name.
For more information about providing your TFN to your super fund, visit ato.gov.au/supereligibility
Question 2–6
Complete with your personal information.
Question 7
On what basis are you paid?
Check with your payer if you’re not sure.
Question 8
Are you an Australian resident for tax purposes or a working holiday maker?
Generally, we consider you to be an Australian resident for tax purposes if you:
■ have always lived in Australia or you have come to Australia and now live here permanently
■ are an overseas student doing a course that takes more than six months to complete
■ migrate to Australia and intend to reside here permanently.
If you go overseas temporarily and don’t set up a permanent home in another country, you may continue to be treated as an Australian resident for tax purposes.
If you are in Australia on a working holiday visa (subclass 417) or a work and holiday visa (subclass 462) you must place an X in the working holiday maker box. Special rates of tax apply for working holiday makers.
For more information about working holiday makers, visit ato.gov.au/whm
If you’re not an Australian resident for tax purposes or a working holiday maker, place an X in the foreign resident box, unless you are in receipt of an Australian Government pension or allowance.
Temporary residents can claim super when leaving Australia, if all requirements are met. For more information, visit ato.gov.au/departaustralia
A higher rate of tax applies to a foreign resident’s taxable income and foreign residents are not entitled to a tax-free threshold nor can they claim tax offsets to reduce withholding, unless you are in receipt of an Australian Government pension or allowance.
To check your Australian residency status for tax purposes or for more information, visit ato.gov.au/residency
The tax-free threshold is the amount of income you can earn each financial year that is not taxed. By claiming the threshold, you reduce the amount of tax that is withheld from your pay during the year.
Answer yes if you want to claim the tax-free threshold, you are an Australian resident for tax purposes, and one of the following applies:
■ you are not currently claiming the tax-free threshold from another payer
■ you are currently claiming the tax-free threshold from another payer and your total income from all sources will be less than the tax-free threshold.
Answer yes if you are a foreign resident in receipt of an Australian Government pension or allowance.
Answer no if none of the above applies or you are a working holiday maker.
If you receive any taxable government payments or allowances, such as Newstart, Youth Allowance or Austudy payment, you are likely to be already claiming the tax‑free threshold from that payment.
For more information about the current tax-free threshold, which payer you should claim it from, or how to vary your withholding rate, visit ato.gov.au/taxfreethreshold
Do you have a Higher Education Loan Program (HELP), VET Student Loan (VSL), Financial Supplement (FS), Student Start‑up Loan (SSL) or Trade Support Loan (TSL) debt?
Answer yes if you have a HELP, VSL, FS, SSL or TSL debt.
Answer no if you do not have a HELP, VSL, FS, SSL or TSL debt, or you have repaid your debt in full.
You have a HELP debt if either:
■ the Australian Government lent you money under HECS-HELP, FEE-HELP, OS-HELP, VET FEE-HELP, VET Student loans prior to 1 July 2019 or SA-HELP.
■ you have a debt from the previous Higher Education Contribution Scheme (HECS).
You have a SSL debt if you have an ABSTUDY SSL debt. You have a separate VSL debt that is not part of your HELP debt if you incurred it from 1 July 2019.
For information about repaying your HELP, VSL, FS, SSL or TSL debt, visit ato.gov.au/getloaninfo
Have you repaid your HELP, VSL, FS, SSL or TSL debt?
When you have repaid your HELP, VSL, FS, SSL or TSL debt, you need to complete a Withholding declaration (NAT 3093) notifying your payer of the change in your circumstances.
Make sure you have answered all the questions in section A, then sign and date the declaration. Give your completed declaration to your payer to complete section B.
Important information for payers – see the reverse side of the form.
Lodge online
Payers can lodge TFN declaration reports online if you have software that complies with our specifications. For more information about lodging the TFN declaration report online, visit ato.gov.au/lodgetfndeclaration
■ For general information about TFNs, tax and super in Australia, including how to deal with us online, visit our website at ato.gov.au
■ For information about applying for a TFN on the web, visit our website at ato.gov.au/tfn
■ For information about your super, visit our website at ato.gov.au/checkyoursuper
In addition to this TFN declaration, you may also need to complete and give your payer the following forms which you can download from our website at ato.gov.au:
■ Medicare levy variation declaration (NAT 0929), if you qualify for a reduced rate of Medicare levy or are liable for the Medicare levy surcharge. You can vary the amount your payer withholds from your payments.
■ Standard choice form (NAT 13080) to choose a super fund for your employer to pay super contributions to. You can find information about your current super accounts and transfer any unnecessary super accounts through myGov after you have linked to the ATO. Temporary residents should visit ato.gov.au/departaustralia for more information about super. Other forms and publications are also available from our website at ato.gov.au/onlineordering or by phoning 1300 720 092.
Phone
■ Payee – for more information, phone 13 28 61 between 8.00am and 6.00pm, Monday to Friday. If you want to vary your rate of withholding, phone 1300 360 221 between 8.00am and 6.00pm, Monday to Friday.
■ Payer – for more information, phone 13 28 66 between 8.00am and 6.00pm, Monday to Friday.
If you phone, we need to know we’re talking to the right person before we can discuss your tax affairs. We’ll ask for details only you, or someone you’ve authorised, would know. An authorised contact is someone you’ve previously told us can act on your behalf.
If you do not speak English well and need help from the ATO, phone the Translating and Interpreting Service on 13 14 50
If you are deaf, or have a hearing or speech impairment, phone the ATO through the National Relay Service (NRS) on the numbers listed below:
■ TTY users – phone 13 36 77 and ask for the ATO number you need (if you are calling from overseas, phone +61 7 3815 7799)
■ Speak and Listen (speech-to-speech relay) users – phone 1300 555 727 and ask for the ATO number you need (if you are calling from overseas, phone +61 7 3815 8000)
■ Internet relay users – connect to the NRS on relayservice.gov.au and ask for the ATO number you need.
If you would like further information about the National Relay Service, phone 1800 555 660 or email helpdesk@relayservice.com.au
Taxation law authorises the ATO to collect information and to disclose it to other government agencies. For information about your privacy, go to ato.gov.au/privacy
We are committed to providing you with accurate, consistent and clear information to help you understand your rights and entitlements and meet your obligations.
If you follow our information in this publication and it turns out to be incorrect, or it is misleading and you make a mistake as a result, we must still apply the law correctly. If that means you owe us money, we must ask you to pay it but we will not charge you a penalty. Also, if you acted reasonably and in good faith we will not charge you interest.
If you make an honest mistake in trying to follow our information in this publication and you owe us money as a result, we will not charge you a penalty. However, we will ask you to pay the money, and we may also charge you interest. If correcting the mistake means we owe you money, we will pay it to you. We will also pay you any interest you are entitled to.
If you feel that this publication does not fully cover your circumstances, or you are unsure how it applies to you, you can seek further assistance from us.
We regularly revise our publications to take account of any changes to the law, so make sure that you have the latest information. If you are unsure, you can check for more recent information on our website at ato.gov.au or contact us.
This publication was current at June 2019
You are free to copy, adapt, modify, transmit and distribute this material as you wish (but not in any way that suggests the ATO or the Commonwealth endorses you or any of your services or products).
ato.gov.au
This declaration is NOT an application for a tax file number.
■ Use a black or blue pen and print clearly in BLOCK LETTERS.
■ Print X in the appropriate boxes.
■ Read all the instructions including the privacy statement before you complete this declaration.
Section A: To be completed by the PAYEE
1 What is your tax file number (TFN)?
OR I have made a separate application/enquiry to the ATO for a new or existing TFN. For more information, see question 1 on page 2 of the instructions. OR I am claiming an exemption because I am under 18 years of age and do not earn enough to pay tax.
OR I am claiming an exemption because I am in receipt of a pension, benefit or allowance.
2 What is your name? Title: Mr Mrs Miss Ms Surname or family name
First given name
Other given names
3 What is your home address in Australia?
Suburb/town/locality
State/territory Postcode
4 If you have changed your name since you last dealt with the ATO, provide your previous family name.
6 What is your date of birth?
7 On what basis are you paid? (select only one) Full‑time
8 Are you: (select only one)
5 What is your primary e-mail address? OR
9 Do you want to claim the tax-free threshold from this payer?
Only claim the tax‑free threshold from one payer at a time, unless your total income from all sources for the financial year will be less than the tax‑free threshold.
Answer no here if you are a foreign resident or working holiday maker, except if you are a foreign resident in receipt of an Australian Government pension or allowance.
10 Do you have a Higher Education Loan Program (HELP), VET Student Loan (VSL), Financial Supplement (FS), Student Start-up Loan (SSL) or Trade Support Loan (TSL) debt?
Your payer will withhold additional amounts to cover any compulsory repayment that may be raised on your notice of assessment. Yes No
DECLARATION by payee: I declare that the information I have given is true and correct.
There are penalties for deliberately making a false or misleading statement.
Once section A is completed and signed, give it to your payer to complete section B.
Section B: To be completed by the PAYER (if you are not lodging online) Branch number (if applicable)
1 What is your Australian business number (ABN) or withholding payer number?
2 If you don’t have an ABN or withholding payer number, have you applied for one? Yes No
3 What is your legal name or registered business name (or your individual name if not in business)?
5 What is your primary e-mail address?
6 Who is your contact person?
Business phone number
7 If you no longer make payments to this payee, print X in this box.
DECLARATION by payer: I declare that the information I have given is true and correct.
Signature of payer
4 What is your business address?
Suburb/town/locality
State/territory Postcode
NAT 3092-06.2019 [DE-6078]
There are penalties for deliberately making a false or misleading statement.
Return the completed original ATO copy to: Australian Taxation Office PO Box 9004 PENRITH NSW 2740
Sensitive (when completed)
IMPORTANT See next page for: ■ payer obligations ■ lodging online.
30920619
The following information will help you comply with your pay as you go (PAYG) withholding obligations.
It is a criminal offence to knowingly or recklessly allow someone to work, or to refer someone for work, where that person is from overseas and is either in Australia illegally or is working in breach of their visa conditions. People or companies convicted of these offences may face fines and/or imprisonment. To avoid penalties, ensure your prospective employee has a valid visa to work in Australia before you employ them. For more information and to check a visa holder’s status online, visit the Department of Home Affairs website at homeaffairs.gov.au
Employers of workers under these two types of visa need to register with the ATO, see ato.gov.au/whmreg
For the tax table “working holiday maker” visit our website at ato.gov.au/taxtables
If you withhold amounts from payments, or are likely to withhold amounts, the payee may give you this form with section A completed. A TFN declaration applies to payments made after the declaration is provided to you. The information provided on this form is used to determine the amount of tax to be withheld from payments based on the PAYG withholding tax tables we publish. If the payee gives you another declaration, it overrides any previous declarations.
Where the payee indicates at question 1 on this form that they have applied for an individual TFN, or enquired about their existing TFN, they have 28 days to give you their TFN. You must withhold tax for 28 days at the standard rate according to the PAYG withholding tax tables. After 28 days, if the payee has not given you their TFN, you must then withhold the top rate of tax from future payments, unless we tell you not to.
■ notify us within 14 days of the start of the withholding obligation by completing as much of the payee section of the form as you can. Print ‘PAYER’ in the payee declaration and lodge the form –see ‘Lodging the form’.
■ withhold the top rate of tax from any payment to that payee.
For a full list of tax tables, visit our website at ato.gov.au/taxtables
You need to lodge TFN declarations with us within 14 days after the form is either signed by the payee or completed by you (if not provided by the payee). You need to retain a copy of the form for your records. For information about storage and disposal, see below.
You may lodge the information:
■ online – lodge your TFN declaration reports using software that complies with our specifications. There is no need to complete section B of each form as the payer information is supplied by your software.
■ by paper – complete section B and send the original to us within 14 days.
For more information about lodging your TFN declaration report online, visit our website at ato.gov.au/lodgetfndeclaration
If you make a super contribution for your payee, you need to give your payee’s TFN to their super fund on the day of contribution, or if the payee has not yet quoted their TFN, within 14 days of receiving this form from your payee.
The TFN Rule issued under the Privacy Act 1988 requires a TFN recipient to use secure methods when storing and disposing of TFN information. You may store a paper copy of the signed form or electronic files of scanned forms. Scanned forms must be clear and not altered in any way.
If a payee:
■ submits a new TFN declaration (NAT 3092), you must retain a copy of the earlier form for the current and following financial year.
■ has not received payments from you for 12 months, you must retain a copy of the last completed form for the current and following financial year.
You may incur a penalty if you do not:
■ lodge TFN declarations with us
■ keep a copy of completed TFN declarations for your records
■ provide the payee’s TFN to their super fund where the payee quoted their TFN to you.
Did you know you can complete this online? Visit ato.gov.au/superchoiceform
The Standard choice form has three sections:
■ Section A, which the employee completes by providing details of their choice of super fund, together with supporting documents.
■ Section B, which the employer completes by providing details of their nominated super fund (before they give the form to an employee).
■ Section C, which the employer completes to document the choice process for an employee.
Employers must retain the returned form as their record of the choice process. Completed forms must be retained for five years.
For more information about things to consider when choosing a super fund, visit moneysmart.gov.au and search for ‘choosing a super fund’.
MySuper is a product type you can have with a super fund. It is the default product your employer will pay your super into, unless they need to pay to a different fund under the choice of fund rules. You can view and compare MySuper products by using the YourSuper comparison tool. Go to ato.gov.au/yoursuper, or log into ATO Online services through myGov to compare MySuper products.
Use this form to offer eligible employees their choice of super fund. You must fill in the details of your nominated super fund, also known as your default fund, before giving the form to employees.
Give this form to an employee when:
■ you hire a new employee who is eligible to choose a super fund
■ an existing eligible employee asks you for it
■ you can no longer contribute to an employee’s nominated super fund or it is no longer a complying fund
■ you change your employer-nominated super fund and need to advise employees affected by this change.
Use this form to advise an employer of your choice of super fund.
You must provide the required information so your employer can make contributions to your nominated super fund.
From 1 November 2021, if you start a new job and you do not advise your employer of your choice of super fund, your employer may need the ATO to identify if you have a ‘stapled super fund’. A stapled super fund is an existing super account which is linked, or ‘stapled’, to you and follows you when you change jobs.
If you want to make sure your employer is paying into a particular fund, it’s important that you complete this form and return it to your employer. You can complete an online version. To do this, log in to ATO online services through myGov and select ‘new employment’ from the Employment menu.
For more information on stapled super funds and making a choice visit ato.gov.au/superchoice
If you choose your own super fund you will need to obtain current information from your fund to complete items 3 or 4.
Complete this item if you are nominating an APRA (Australian Prudential Regulation Authority) regulated fund or a retirement savings account (RSA).
You must include the unique superannuation identifier (USI) provided by your fund.
Your employer may choose not to accept this form if you do not provide all information requested and a letter from the fund trustee or RSA provider confirming that the fund or RSA:
■ is a complying fund or RSA, and
■ will accept payments from your employer.
This letter may contain other information to help your employer make super contributions using the SuperStream standard. Some funds may have a copy of this compliance letter and USI on their website. For other funds you will need to contact them to get this information.
Complete this item if you are nominating a self-managed super fund (SMSF).
You must include your SMSF’s ABN, bank account details and electronic service address (ESA) (so the fund can receive electronic messages and payments from your employer using SuperStream).
Find out more
■ ato.gov.au/Super/SuperStream – for information about how SuperStream applies to SMSF’s
If you are using an SMSF message service provider they will provide you with an electronic service address alias to include as the ESA on the form.
You must attach copies of the following documents to support your SMSF choice:
■ a document confirming the fund is regulated – this can be printed from superfundlookup.gov.au
■ a letter from the trustee of the SMSF confirming that the fund will accept payments from your employer – if you are the trustee, or a director of the corporate trustee, you can confirm acceptance by placing an ‘X’ in the relevant box on the form.
■ Your employer is not liable for the performance of the super fund you or they nominate.
■ You should not seek financial advice from your employer unless they are licensed to provide it.
■ From 1 November 2021, if you start a new job where you are eligible to make a choice and you do not advise your employer of your choice of super fund, your employer may need to ask the ATO to identify if you already have a super account. The ATO will notify you if this happens.
■ You can request a change to the fund your employer pays your super into at any time by filling out this form and returning it to your employer. When you return this form to your employer, they will have two months to action your request. If you are a new employee from 1 November 2021, and your employer must contribute before this time, if they don’t pay to your choice fund, your employer may pay into your ‘stapled super fund’ or their employer nominated account if the ATO advises them you do not have a stapled super fund.
■ Your employer is only required to accept one choice of fund from you in a 12-month period; however, they may choose to accept more.
■ Any money you have in existing funds will remain there unless you arrange to transfer it (roll it over) to another fund – before you transfer your super, consider any impacts, including loss of insurance, fund performance or any fees or charges you may incur. If unsure, you may want to seek independent financial advice.
■ If you quote your TFN to your employer for super purposes, they must provide it to the super fund.
■ It is important to keep track of your super – if you’ve ever changed your name, address or job, you may have lost track of some of your super.
■ Having multiple super accounts could mean you are paying fees you are unaware of, which could reduce your retirement savings. Your super is your money, you should check it regularly.
■ You can manage your super using ATO online services through myGov. This will enable you to view details of all your super accounts, including any you may have lost track of. You can use ATO online services to consolidate eligible multiple accounts. Before consolidating any accounts, consider impacts such as insurance, fees, and fund performance.
■ ato.gov.au/keepingtrack – keeping track of your super
■ moneysmart.gov.au/how-super-works/ consolidating-super-funds – MoneySmart consolidating super funds
■ ato.gov.au/yoursuper – view and compare MySuper products by using the YourSuper comparison tool. Log into ATO Online services through myGov to access the personalised version.
If an employee nominates their own super fund, they will provide information at section A that will assist you to prepare for, and make contributions to super funds using SuperStream. SuperStream is a standard for the way employers pay contributions and send information to super funds. This form collects information that employers will need when using SuperStream.
Find out more
■ ato.gov.au/SuperStreamforEmployers –for more information on SuperStream.
Complete section B before giving this form to your employee. The super fund you nominate must be authorised to offer a MySuper product. If you need to confirm your MySuper arrangements contact your default super fund.
Sign and date this section on the day you give the form to your employee.
Complete section C after your employee returns this form to you. Record the date you accept your employee’s choice of fund and the date that you act on the choice. Retain the form with your records. Do not send the form to the ATO or to super funds.
Find out more
■ ato.gov.au/employersuper – for more information on super, offering an employee a choice of fund or paying super contributions
Help
■ If you do not speak English well and want to talk to a tax officer, phone the Translating and interpreting Service on 13 14 50 for help with your call.
■ If you have a hearing or speech impairment and have access to appropriate TTY or modem equipment, phone 13 36 77. If you do not have access to TTY or modem equipment, phone the Speech to Speech relay Service on 1300 555 727
We are committed to providing you with accurate, consistent and clear information to help you understand your rights and entitlements and meet your obligations. If you feel that this publication does not fully cover your circumstances, or you are unsure how it applies to you, you can seek further assistance from us.
We regularly revise our publications to take account of any changes to the law, so make sure that you have the latest information. If you are unsure, you can check for more recent information on our website at ato.gov.au or contact us. This publication was current at October 2021
The quarterly* due dates for super guarantee contributions are:
■ 28 October
■ 28 January
■ 28 April
■ 28 July
If you haven’t received a completed form from a new employee and a super contribution is due, to avoid penalties you must request the employee’s stapled super fund from the ATO and make the payment to that fund by the due date.
■ If the ATO advises the employee does not have a stapled super fund, you can make the payment to your nominated default super fund or another fund that meets the choice of fund rules.
■ In the two months after you receive a new employee’s completed form, super contributions should be made to the employee’s chosen fund or their stapled super fund. You can only make contributions to your nominated fund if the ATO advises there is no stapled super fund.
■ For existing employees, that started before 1 November 2021, in the two months after you receive their completed form you can pay their super contributions to either their current fund or the new fund they have nominated.
■ After the two month period you must make super guarantee contribution payments to the new fund your employee nominated.
■ You do not have to action an employee’s fund nomination if they have nominated a fund in the previous 12 months; however, you may choose to action their request.
■ Phone 13 10 20 between 8am and 6pm, Monday to Friday, to speak to a tax officer
■ Phone our publications ordering service on 1300 720 092 for copies of our publications
■ Write to us at: Australian Tax Office PO Box 3578 Albury NSW 2640
* You can pay contributions more regularly than quarterly. for example, some employers pay fortnightly or monthly based on employee workplace agreements or arrangements with super funds.
You are free to copy, adapt, modify, transmit and distribute this material as you wish (but not in any way that suggests the ATO or the Commonwealth endorses you or any of your services or products). Published
DE-39621
For use by employers when offering employees a choice of fund and by employees to advise their employer of their chosen fund.
Where your super should be paid is your choice. From 1 November 2021, if you start a new job and you do not advise your employer of your choice of super fund by completing this form, most employers will need to check with the ATO if you have an existing super account to pay your super into.
I request that all my future super contributions be paid to: (place an X in one of the boxes below)
The APRA fund or retirement savings account (RSA) I nominate Complete items 2, 3 and 5
The self managed super fund (SMSF) I nominate Complete items 2, 4 and 5
The super fund nominated by my employer (in section B) Complete items 2 and 5
Name
Employee identification number (if applicable)
Tax file number (TFN)
You do not have to quote your TFN but if you do not provide it, your contributions may be taxed at a higher rate. Your TFN also helps you keep track of your super and allows you to make personal contributions to your fund.
You will need current details from your APRA regulated fund or RSA to complete this item. To do this you can contact your fund or RSA directly, or you can view your fund or RSA account details by logging into ATO online services via the ATO app or through myGov and selecting Super.
Fund ABN
Fund name
Fund address
Suburb/town
Fund phone
Unique superannuation identifier (USI)
Your account name (if applicable)
Your member number (if applicable)
State/territory Postcode
Correct information about your super fund is needed for your employer to pay super contributions. Your employer may choose not to accept this form if you do not provide:
■ all the information requested on this form
■ a letter from your fund stating they are a complying fund and can accept contributions from your employer (some funds may have a copy of this compliance letter on their website. For other funds you will need to contact them for this information).
NAT 13080‑10.2021
OFFICIAL: Sensitive (when completed)
4
Nominating your self-managed super fund (SMSF)
You will need current details from your SMSF trustee to complete this item.
Fund ABN
Fund name
Fund address
Suburb/town State/territory Postcode
Fund phone
Fund electronic service address (ESA)
Fund bank account
Bank account name
BSB code (please include all six numbers)
Required documentation
Account number
You need to attach a document confirming the SMSF is an ATO regulated super fund. You can locate and print a copy of the compliance status for your SMSF by searching in the Super Fund Lookup service at http://superfundlookup.gov.au/
If you are the trustee, or a director of the corporate trustee you can confirm that your SMSF will accept contributions from your employer by making the following declaration (place an X in the box below):
I am the trustee, or a director of the corporate trustee of the SMSF and I declare that the SMSF will accept contributions from my employer.
If you are not the trustee, or a director of the corporate trustee of the SMSF, then you must attach a letter from the trustee confirming the fund will accept contributions from your employer.
5 Signature and date
If you have nominated your own fund in Item 3 or 4, check you have attached the required documentation and then place an X in the box below.
I have attached the relevant documentation.
Signature Day Month Year
Return the completed form to your employer as soon as possible.
Date
OFFICIAL: Sensitive (when completed)
You must complete this section before giving the form to an employee who is eligible to choose the super fund into which you pay their super contributions.
Sign and date the form when you give it to your employee.
6 Your details
Business name
ABN
Signature
7 Your nominated super fund
Date
Day Month Year
If an employee does not choose their own super fund, and the ATO has advised the employee does not have a stapled super fund (for new employees from 1 November 2021), you can meet your SG obligations by paying super guarantee contributions on their behalf to the fund you have nominated below or another fund that meets the choice requirements:
Super fund name
Unique superannuation identifier (USI)
Phone (for the product disclosure statement for this fund)
Super fund website address
Complete this section when your employee returns the form to you with section A completed.
8 Record of choice acceptance
In the two months after you receive the form from an existing employee you can continue to make super contributions to their current fund or you can contribute to the new fund the employee nominated. After the two‑month period you must make payments to the new fund chosen by the employee.
For new employees commencing employment from 1 November 2021, within the two month period, super contributions should be made to the employee’s chosen fund or the stapled super fund if the employee has not made a choice . You can only make contributions to your nominated fund if the ATO advises you the employee does not have a stapled super fund.
If you don’t meet your obligations, including paying your employee superannuation guarantee contributions to the correct fund, you may face penalties.
Day Month Year
Date employee’s choice is received
Day Month Year
Date you act on your employee’s choice
Employers must keep the completed form for their own record for five years. Do not send it to the Australian Taxation Office, the employer’s nominated fund or the employee’s nominated fund.
The ATO does not collect this information; we provide this form as a means for employees to identify and provide necessary information to their employer. An employer is authorised to collect an employee’s TFN under the Superannuation Industry (Supervision) Act 1993. It is not an offence for an employee not to quote their TFN. However, quoting a TFN reduces the risk of administrative errors and if the employee does not quote their TFN their contributions may be taxed at a higher rate. An employee can get more details regarding their privacy rights by contacting their superannuation fund.
OFFICIAL: Sensitive (when completed)
(March 2023)
Date of Birth …….../……../……………
Note: fields marked * are compulsory
PERSONAL DETAILS
Surname
First Name
Title
Relationship Type Notes Phone Email
EMPLOYEE DETAILS
Country of Birth
Australian Citizen Yes: No:
*Indigenous Yes: No:
National Police Record Check Expiry Date /………/………
Working with Children Card Number .................................
Working with Children Check Expiry Date ………/………/………
Religious Denomination
RELIGIOUS INSTITUTE MEMBERSHIP (Religious Only)
Religious Institute
Entry Date
Exclaustration Date
Dispensation Date
QUALIFICATIONS AND REGISTRATION Beginning Teacher?
Academic Institution Location
Academic Institution Type
Academic Institution Name
Qualification FTE
Qualification Field of Study
Qualification Year completed
Qualification Expected completion date
Majors
Teaching Levels
Teaching Specialities
Teaching Areas
*VIT Registration Number
*VIT Registration Type
Personal Details:
Name:
Banking Institution:
BSB:
Account Number:
Name on Account:
Email Details (for payslip/PAYG distribution)
Mazenod College email address
Private email address (for CRT and casual staff)
