St Teresa`s Catholic College Noosaville

Transcription

ST TERESA’S CATHOLIC COLLEGE
Co-educational Years 7-12
Parent HANDBOOK
2015
Sea Eagle Drive, Noosaville, Qld, 4566
PO Box 1592, Noosaville, Qld, 4566
Tel: (07) 5474 0022
Fax: (07) 5474 0266
Absentee Tel: (07) 5430 5300
Email: snoosaville@bne.catholic.edu.au
Website: http://www.stteresa.qld.edu.au
VISION STATEMENT
ST TERESA’S CATHOLIC COLLEGE
NOOSAVILLE
Our Vision is that St Teresa’s Catholic College is an
authentic Christian community where Gospel values are
evident and lived out in relationships and practices between
students, staff and parents. The spirit of the school is that
of a family which provides a safe and positive learning
environment. There will be equity of opportunity for all to
achieve their full potential. It will provide a quality
education rich in values and resources, which are in
keeping with contemporary educational needs.
Parent Handbook - 2015
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COLLEGE SONG
DARE THE DREAM
Planting the seeds that continue to grow,
Foundations of strength for our dreams.
A river that winds its way out to the sea,
We’re travellers, a part of this journey.
Dare the dream, to touch the sky,
We are travellers on this journey.
Dare the dream, our guiding light,
At St Teresa’s, we dare the dream.
Dare the dream, the guiding light,
As you walk along beside me.
Dare the dream, to fly so high,
So I can do what I believe.
Let nothing disturb you
Let nothing frighten you
All things are passing
God never changes
Patience attains all that it strives for
Those who have God find they lack nothing
God alone suffices.
Give strength when we’re troubled,
To keep the dream alive.
Just follow the light from within.
We know God will guide us
Each step of the way,
With faith, hope and love let’s begin.
Sonia Petrack
ST TERESA’S PRAYER
Let nothing disturb you,
Let nothing frighten you,
All things are passing.
God never changes.
Patience attains
All that it strives for.
Those who have God
Find they lack nothing.
God alone suffices.
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CONTENTS
Principal’s Message
6
St Teresa of Avila
7
St Marcellin Champagnat
8
Term Dates
8
Absence and Late to School
9
Accident, Illness and Medication
9
Accounts
11
Assembly
12
Assessment:
13
Assessment Policy
14
Awards
19
Bullying and Harassment
20
Buses
21
Cafeteria
21
Camps and Retreats
21
Career Pathways
22
Celebrations
22
Champagnat Learning Centre (CLC)
23
Co-Curricular Program
23
Communication
25
Curriculum
26
Dental Van
30
Emergency Procedures
30
Excursions
30
Fire and Lockdown Evacuation
31
Grievance Policy
32
Guidance and Counselling Service
34
Homework
34
Homework Centre
35
House System
36
Illegal Substances
37
Immunisation
37
Inclusive Education
37
Insurance
38
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Learning Services
38
Lending Money
39
Lockers
39
Lollies
39
Lost Property
40
Music
40
Parental Engagement
40
Pastoral Care
40
Prayer
41
Relationships
41
Rights and Responsibilities
42
Student Drivers
43
Student Protection
43
Subject Choice
44
Sun Protection
44
Supervision
44
Telephone
45
Travel
45
Uniforms
45
Visitors
49
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PRINCIPAL’S MESSAGE
Welcome to all families associated with St Teresa’s Catholic College in 2015. The Vision
Statement generated by the founding families has at its heart three main areas of focus: to
make the person of Jesus known and loved, to provide an excellent educational setting and
to ensure that students feel part of a safe and caring community. It is hoped that you as
parents/guardians confer with these aims, as in all our endeavours, as we need to ensure
there is congruity between the home and the College.
In the Marist document ‘In the Footsteps of Champagnat’ (1998:26) in talking about the
shared partnership between parents and the school it comments: “Inspired by the one spirit
of God we are united around a common set of life-giving values that are fundamental to
our vision and practice of education: respect for the dignity of each human person,
honesty, justice, solidarity, peace and a sense of the Transcendent. Together, we give the
best of ourselves to provide the young people in our care with the means of achieving their
full potential in life, including their growing in faith and wonder and an awareness of their
call to a responsible participation in society.”
St Teresa’s Catholic College is an educational institution and as such has as its core the
education of young persons. As a Catholic school we recognise that parents/guardians are
the primary faith educators of their children and as such we strive to support and sustain the
values that you wish your children to have to take their place in a complex and everchanging world. This is also recognised in the Flying Start (2010:3) booklet when it states:
“while schools and teachers make a crucial difference to children’s school results, the
influence of parents and families still has the greatest effect. The more parents support
their children by being involved in their education, the more they cultivate their child’s love
of learning and their chances to succeed.”
In a modern world where communication between persons is at the tip of text or email, this
booklet is a reminder that for effective communication it is still important to be able to
provide a readily accessible source where all persons can easily retrieve the required
detailed procedural information. Referring to this Handbook will hopefully provide you
with answers to some of the simpler practical issues such as dates, and absentee and illness
procedures. It also provides you with a general overview of some school policies that
concern the dialogue between school and home.
We sincerely hope that by communicating to you in this Handbook our expectations
concerning many aspects of school life, you will better understand the way we operate as
well as engage with the core values that underpin our mission within the context of the
Catholic Church.
Finally we welcome you and your family to the school community and we hope that your
association with St Teresa’s will be of mutual benefit so that together we can provide a rich
environment to enable your child to achieve to the best of their potential.
Dare the Dream
Yours sincerely,
Br Paul Creevey
PRINCIPAL
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St Teresa’s Catholic College celebrates the feast days of our patron saints,
St Teresa of Avila and St Marcellin Champagnat.
ST TERESA OF AVILA
Feast Day: 15 October
Born: 1515
Died: 1582
St Teresa of Avila is one of the greatest
teachers of the spiritual life in the history
of the church. St Teresa was born in
Avila, western Spain. While still a child,
less than 9 years old, she read the lives of
some martyrs that inspired her with the
desire for martyrdom, so much so that she
tried to run away from home in the hope
of dying as a martyr and going to heaven:
“I want to see God,” said the little girl to
her parents. At the age of 20, she entered
the Carmelite convent of the Incarnation,
in Avila, in religious life she assumed the
name Teresa of Jesus.
Three years later, she became seriously
ill, so much so that she was in a coma for
four days, seemingly dead. In the struggle
against her illnesses the saint also saw the
fight against weaknesses and resistance to
God’s call: I wanted to live,” she said.
This struggle sent her on a journey to
living a more authentic religious life.
St Teresa of Jesus reformed the Carmelite
tradition and went on to become one of
the most significant spiritual thinkers and
writers of Western Christianity. The
Carmelite communities she founded were
small groups of sisters who lived a poor and strictly disciplined lifestyle, with emphasis
on contemplative prayer. In 1970 Pope Paul VI named her the first woman ‘Doctor of
the Church’.
St Teresa of Jesus is one of the most significant women leaders in the Catholic
tradition.
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MARCELLIN CHAMPAGNAT
Feast Day: 6 June
Born: 1789
Died: 1840
Joseph Benedict Marcellin Champagnat was born in Marlhes,
France in 1789. At the end of the French Revolution, he entered
the seminary and was ordained a priest for the Archdiocese of
Lyon. In 1816, the newly ordained Marcellin Champagnat,
consecrated to Mary, felt a personal call by God to found a
religious community of Brothers who would bring the message of Jesus' love to
neglected young people. In 1955 Marcellin Champagnat was declared Blessed by Pope
Pius XII. He was canonised by Pope John Paul II on April 18, 1999. Today his
passionate spirit, daring vision and persistent work are embodied in the mission of
Marist Brothers and lay people living on five continents.
TERM DATES - 2015
Semester One
Term One
School Commences:
Year 7,8, 11 & 12 Mentors
Year 9,10,11,12
Wednesday 28 January
Thursday 29 January
School Finishes:
Thursday 2 April
School Commences:
School Finishes:
Monday 20 April
Friday 26 June
Term Three
School Commences:
School Finishes:
Monday 13 July
Friday 18 September
Term Four
School Commences:
Pupil Free Day:
School Finishes:
Students
Staff
Tuesday 6 October
Monday 19 October
Term Two
Semester Two
Thursday 3 December
Friday 4 December
PASTORAL BOARD MEMBERS
Chair: Mr David Morris
Parent Representatives: Mrs Lisa Alexiou, Mrs Annette Christie,
Mrs Michelle Howell, Mr David Siemon
Parish Representative: Mr Michael Finch
College Representatives: Mrs Jenelle Davis (Staff), Mr Lee Elvy (Leadership)
Ex-Officio: Br Paul Creevey, Fr Mark Franklin, Mr Mark Roberton
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ABSENCE AND LATE TO SCHOOL
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All absences must be acknowledged by a telephone call from a parent/guardian
to the dedicated Absentee Line 5430 5300 on the day of absence.
A note of explanation from a parent/guardian should be forwarded to your
son/daughter’s Pastoral Care teacher on his/her return to school.
The school should be notified of any extended absences, so staff can be
informed and, where appropriate, work can be sent home.
If a student is to be taken out of school for 5 days or more for any extraordinary
reason during term time, parents/guardian should communicate with the
Principal by letter and complete a Student Extended Leave Notification form.
These forms can be obtained from Reception.
In an endeavour to minimise disruptions to students, staff and classes,
parents/guardians are discouraged from making appointments for students
during the school day.
Students who arrive at school after 8.05am should hand in a note of explanation
from their parent/guardian.
Students wishing to leave early must present a note from their parent/guardian.
Any absence of 3 days or more due to illness should be accompanied by a
Medical Certificate.
ACCIDENT, ILLNESS AND MEDICATION
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Medication is administered through the College office and only after the relevant
paper work has been provided by parents/guardians. If a student has a medical
condition, either temporary or permanent, which requires medication during school
hours a Student Medication Request Form, available through the College office, is to
be completed by a Medical Practitioner and parent/guardian, and the completed form
returned to the office. The student is responsible for reporting to the First Aid Room
and taking the medication under staff supervision.
All medication supplied to the College office for your child must be in a container
clearly labelled by a doctor, showing the:
 name of the drug
 ‘use by’ date
 name of the student’s medical practitioner
 name of the student
 required dosage
 frequency/time of administration.
Staff cannot provide medication including: Antihistamines, Paracetamol,
Ibuprofen or other ‘over the counter’ medications such as cough mixture etc
without this information. Students with asthma must carry their own medication
at all times.
Any student who is unwell or involved in an accident must report to the First Aid Room
at College Reception. First Aid staff will attend to the student and if necessary, contact
a parent/guardian, or the emergency contact if parents/guardians cannot be contacted.
Parents/guardians are requested to notify the office of any change in contact details.
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Students are to be collected from, and signed out from, the College office. Students are
not permitted to phone a parent/guardian to collect them without first consulting
office staff at Student/College reception.
Basic first aid treatment will be administered if required and either an ambulance or
doctor will be contacted if necessary. The College reserves the right to organise
appropriate medical assistance if unable to contact a child’s parent/guardian.
Allergy Alert
As you are aware it is necessary for schools to care for all students and their health and
safety is of paramount importance. A number of students at the College may
experience a severe anaphylactic reaction if they come into contact with certain
foods. Therefore, we are asking for your full cooperation in regards to ensuring a safe
environment for all.
The allergic reactions can be life threatening and are brought on by exposure to nuts,
raw egg white and shellfish. We ask that your child does not bring any products
containing these ingredients to school.
As always, we encourage healthy eating habits and choices, and we encourage parents
to support these practices where possible. Ideally, choices such as fruits etc are strongly
recommended. We realise however, that sometimes students are given ‘treats’ and
‘extras’ in their lunch boxes. The following list provides some safe alternatives to these:
All Pauls and Nestle yoghurts, custards etc.
Carman’s Muesli Bites (Fruit Only)
Sweet William Chocolate Spread
Uncle Toby’s Fruit Sticks
Le Snack Cheese and Crackers
All Kraft Nabisco Biscuits; Chicken in a Biscuit, Dixi Drumsticks,Water Crackers etc.
Aunt Betty’s Wheelies
Sakata – all flavours
Shapes
Popcorn
Smith, Lays, Kettle Chips – all flavours
Corn chips
Arnotts biscuits (without nuts)
Maltesers, Twix, Aero Bars
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ACCOUNTS
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Tuition Fees

General tuition fees are quoted as an annual amount and billed each term. Fee
statements are sent home in the first couple of weeks of each term. Payment
terms are 14 days from this date.
Exact quotes cannot be supplied for Year 11 & 12 students until subjects
have been decided upon.
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Payment should be adequate and regular. Full term payments are required by the
due date each term.
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If fees can’t be paid in full within 14 days of the statement being issued,
parents/guardians are to pay fees via a direct debit system, whereby an amount
is deducted from your bank account or credit card each fortnight/month.
Application for a direct debit request is available from the office. Cash, cheques
and major credit cards are accepted. Please quote your customer number if
paying by internet banking.
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Below is the College’s preferred method of payment listed in preference order:
1. Direct Debit – a nominated amount from payee’s bank account
into College account weekly, fortnightly or monthly.
2. B Pay – Details appear on the remittance slip of family
statement. This method of payment should be used for those
wishing to pay fees each term.
3. Cash, Credit Card, cheques are all accepted at College
Administration. To avoid delay please supply statement upon
payment.
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Internet banking is also available. Please supply Customer number and
description of what payment is for if not paying fees as reference. Internet
Banking is available: BSB 064786 Account No. 516526001.

Application for concession on school fees should be sent by 29th March, 2015.
Any application for concession received after this period may not be applied
until the following term.
Applications for concession are not available online and families are requested
to contact the College Finance Department for assistance.
Please see link below for further information about St Teresa’s fee policy and
procedures as well as access to necessary payment forms.
http://www.stteresa.qld.edu.au/finance/Pages/School-Fee-Information.aspx
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Levies
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The Building Fund Levy is a compulsory levy charged per family. It is used to
meet current and future commitments for building projects. This levy is not tax
deductible.
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The Parents and Friends Levy is collected on behalf of the St Teresa’s
Community Association. It is used to fund various projects around the school.
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Subject Levies are used to provide resources and consumable items for
classrooms. Compulsory excursions are also included in these levies.
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The General Purpose Levy covers a variety of miscellaneous charges
including the College Magazine, Identification Card, Insurance, Sports Days,
Technology/Computer Levy.
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The Camp/Retreat Levy covers the cost of attending a camp/retreat for the
year, as well as the Activities program and other excursions.
Library Fund Donation
The Library Fund is a donation suggested to each family as part of the quarterly term
fees statement. These funds are used to meet the cost of current and future resources
across various student focussed areas.. A suggested minimum donation is $150 per
annum per family. This donation is tax deductible.
Building Fund Donation
The Building Fund Donation account is a fund set up to provide for extra capital works
expenses around the College. A suggested minimum donation is $200 per annum per
family. This donation is tax deductible, after the Building Fund Levy is paid.
Other Charges
Charges for co-curricular activities such as Netball, Rugby, and Instrumental Music
etc. may be charged to your fee account.
ASSEMBLY
Students participate in Year Level Assemblies and Whole College Assemblies. The
extended College community will be formally notified whenever items to be celebrated
may be of special interest to parents/guardians. On formal occasions, all students are
required to wear complete formal uniform.
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ASSESSMENT
Assessment: Tracking and Reporting Procedures
Tracking
The College has implemented classroom processes to observe and track how students
are progressing in their learning, and share this progress in learning with
parents/guardians and students. These progress updates are emailed home throughout
the year under the banner of ‘My Learning Updates’.
My Learning is a software tool designed to complement classroom teaching. It allows
teachers to make observations about how students manage their own learning, the
learning progress they have made, the success they are having within their formal
assessment tasks and finally their patterns of behaviour both positive and negative.
The concept of tracking is continuing to be refined and further enhancements to My
Learning will be implemented during 2015 to continue to expand the quality of
information available to parents/guardians and students.
Reporting
Reporting occurs throughout the year with the following as key features:
My Learning Updates – Behavioural – weekly throughout the year.
My Learning Updates – Academic Progress – approximately 6 weekly throughout
the year, and includes the following:
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Interim Term 1 Learning Progress Report – showing formative learning progress
until the end of Term 1.
End of Semester One Report – summarising summative student assessment
performance for Semester 1.
Interim Term 3 Learning Progress Report – showing formative learning progress
during and up to the end of Term 3.
End of Semester Two Report – summarising summative student assessment
performance for Semester 2.
Student – Parent – Teacher Progress Conversations
Parents are offered the following opportunities to engage with teachers about the
learning progression of their sons/daughters. Conversations are invited all year long by
email or phone contact.
The following formal periods are also offered:
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Year 12 Student-Parent-Teacher Review of Senior Learning. (Week3/4 – Term1)
Years 7 – 12 Student-Parent-Teacher Reviews after Mid-Semester updates (Term 2)
Years 7 – 12 Student-Parent-Teacher Review following receipt of Semester 1
Reports (Term 3)
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ASSESSMENT POLICY
Rationale
At St Teresa’s Catholic College formative feedback assessment and summative
assessment is “the purposeful, systematic and ongoing collection of evidence for use in
making judgements about students’ demonstrations of learning outcomes” (QCAA).
This information is used to judge student progression in learning, provide student
feedback on their progress, inform teaching pedagogy aimed at addressing gaps in
student learning and to make progressive summative learning benchmark decisions in
relation to students’ demonstration of learning outcomes.
Assessment and feedback forms an integral part of the learning process
and at no point in curriculum delivery is assessment and feedback optional.
Assessment provides:
 ongoing feedback on the progress of individual students.
 information to students, teachers and parents/guardians about students’
demonstration of learning outcomes.
Assessment information helps teachers to:
 make decisions about student needs.
 develop teaching sequences and make pedagogical decisions to address student
learning gaps.
 make decisions about providing learning support.
 develop curriculum materials that address student learning needs.
Effective assessment should:
 focus on students’ demonstrations of learning outcomes. Students will therefore
be aware of what is being assessed.
 be comprehensive; judgments about students’ demonstrations of learning
outcomes will be gathered and recorded over time. These judgments will be the
product of a variety of assessment techniques.
 directly relate to specific learning outcomes.
 be prospective and not retrospective.
 have staged times and dates for sighted/signing completed segments of tasks.
 take account of individual learners who will progress at different rates according
to their prior knowledge and experience, and social, emotional, physical,
intellectual and linguistic development.
 reflect equity principles by demonstrating learning outcomes in ways which are
sensitive to, and inclusive of, their circumstances. Our assessment, therefore,
takes account of Catholic Marian values, students’ learning styles, abilities,
gender, sexual identity, cultural and linguistic backgrounds and geographical
locations. Some aspects of assessment are negotiated with students.
 be an integral part of the learning and teaching process. Assessment tasks
should be connected to the learning activities and criteria should clearly reveal
the desired outcomes.
 provide opportunities for students to take responsibility for their own learning
and to monitor their own progress. Students are encouraged to take
responsibility for their own learning by setting goals, monitoring their own
progress in relation to learning outcomes and gathering information which will
inform decisions about future learning.
 facilitate the moderation and verification process required by the QCAA.
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In formal summative assessment processes:
 student folios are used to collate and store evidence of students’
demonstrations of learning outcomes.
 student scripts and assessment instruments will be available at the College for
parent/guardian and student perusal and discussion.
 assessment instruments are not available for copying because of the need to
preserve a base of secure assessment items in all subjects.
COLLEGE PROCEDURES AND REGULATIONS FOR
ASSESSMENT TASKS
OTHER THAN EXAMINATIONS AND SPOKEN TASKS
1. Task Details
Each student should receive written details specifying an extended piece of
assessment. Such details would typically include:
 Task Description
 Task Conditions
 Authenticating Statement (where applicable)
 Criteria Sheet or Rubric
 Dates for checking developing stages of task, including explicit drafting
requirements
 Due Date
2.
Due Date and Time
The due date for submission of an assessment task is in that class or by 2.20 pm
for classes not timetabled that day. Where possible, due dates are not limited to one
specific day but are of a week’s duration, particularly in the Senior School.
3.
Submission of Assessment Tasks
Assignments must be submitted personally to the Class Teacher, who must mark
the student’s name on a Class Roll. Students are not to give their assignment to
other students or teachers to be submitted. In the case of a date falling due when
there is not a timetabled class, students should submit their assessment task to the
Student Reception office, who will issue a receipt. This is the only acceptable
proof of assessment submission by the student. Student Reception will ensure the
delivery of the assessment piece to the teacher. Teachers will try to set dates that
coincide with scheduled classes.
4.
Absence/Non Submission
Year 7, 8 and 9 students absent on the due date must produce their assignment
with a signed letter from their parents/guardians. Failure to submit an assignment
leads to a negative diary entry for each late day and an Overdue Assessment Task
letter sent home on the third day of non-submission.
Year 10 students who fail to submit an assignment on the due date will have an
Overdue Assessment Task letter sent home.
Year 11 and 12 students who are absent on the due date must produce their
assignment with a Medical Certificate on the first day of their return to class.
5.
Extension
Students collect Extension Request forms from Student Reception. These are to be
negotiated with the Curriculum Development Leader through the class teacher
in the first instance.
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Relevant subject Curriculum Development Leaders and the Year 7 -10 Student
Development Leaders, may approve extensions where exceptional circumstances
prevail. Application for an extension must be negotiated and is required before the
due date except in the case of an emergency. A signed letter from a parent/guardian
is required for students in Year 7 - 10. If sickness is a contributing factor, a Medical
Certificate is required for students in Year 11 - 12.
6.
Late or Non-Submission of Work in the Senior School
Late and non-submission of student assessment refers to any occasion in which a
student fails to submit an assessment on the due date. Only work submitted on or
before the due date will be marked. As a consequence of this the key to
management of late and non-submission is its prevention.
Techniques to prevent late or non-submission of student work include:
1. All formal assessment pieces distributed in a subject must be accompanied with
a task sheet that clearly states the requirements of the task and the due date
(stated as Due Week Beginning …..) for the work.
2. Draft deadlines are required for all assessment tasks and must be stated and at
these times work sighted by the teacher, with appropriate feedback given to the
student.
3. If a student does not present an appropriate amount of work by the draft
deadline the teacher will contact parents/guardians and inform them of:
i. The assignment and its final due date.
ii. The student’s failure to submit a draft by the due date.
iii. The student’s compulsory attendance at CLC, during homework
time, to work on the assignment each day until it is completed.
SENIOR EXAMINATIONS
1. Supervision During Exams
It is the policy of St Teresa’s Catholic College that all formal examinations will be
actively supervised by staff.
2. Perusal Times
Where applicable, all examinations will begin with an allocated perusal time.
3. Equipment
All forms of personal electronic equipment excepting approved calculators are
prohibited from being in a student’s possession during an examination. Examples
of this equipment, but not limited to these examples, are mobile phones, iPods,
personal computing devices, data recorders, pocket translators and the like. No
books or papers will be brought into the examination environment unless students
are otherwise instructed.
4. Absence from Exams
A Medical Certificate is required for Year 11 - 12. A student in Year 7 - 10 who is
absent from an examination must present a signed letter from a parent/guardian to
the teacher on the first day of their return to school and arrange for the completion
of that examination.
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5. Absence Known in Advance
Where an absence from an examination is foreseeable, parents/guardians are asked
to contact the relevant Student Development Leader in writing so that a fair and
reasonable arrangement may be made concerning the student’s sitting of the
examination or submission of assignment. Assignments and presentations must be
submitted before the due date, while examinations must be completed after the
scheduled time to ensure security for the whole cohort.
6. Conditions
Conditions pertaining to the beginning and ending of examinations will be governed
by the supervising teachers. During an examination a student may only leave the
examination room with the permission of a supervisor.
7. Oral/Aural Assessment
Spoken, Presenting and Aural Assessment Tasks are to be arranged by the teachers
concerned at suitable times/locations in consultation with individual students.
8. Cheating
Cheating is a serious breach of examination conditions. Any speaking during an
examination is regarded as cheating. Where an issue of cheating is detected by a
supervising teacher, that teacher may sign the examination paper and allow the
student to continue or ask the student to leave the room if disruptive.
The Teacher-in-Charge is to prepare a detailed report on any breach of regulations
and pass copies of the details to the relevant Curriculum Development Leader
(CDL) and Year 7-12 Student Development Leaders (SDL). Parents/guardians will
be notified and the student will be given the opportunity to explain the apparent
breach. The final decision on what action will be taken rests with the relevant CDL
in discussion with the relevant SDL and the Assistant to the Principal – Student
Development.
SENIOR SPOKEN ASSESSMENT
Spoken tasks are regarded as assignments, hence the usual College procedures
and regulations for assignments will apply.
1. Order of Speakers
 The order of speakers will be determined in negotiation with the students.
 Students will be made aware of the number of students expected to speak during
one lesson and days will be allocated accordingly.
2. Student Absence
The same policy and procedure will apply to spoken tasks as for written tasks where
student absence is concerned.
3. Student Documentation
In the interests of justice and equity for all, students must submit a hard copy of the
text of their spoken presentation on a day nominated by the teacher or relevant
CDL. These hard copies will be submitted to the subject teacher on or prior to
the date of the first presentation.
Before the spoken presentation, students must provide their teacher with the criteria
sheet. On completion of the spoken task, students are to submit a neatly organised
file of the materials required by their teacher.
4. Special Equipment
Any equipment required for the presentation must be organised well in advance. If
the teacher’s assistance is required in this regard, notice must be given.
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OVERDUE ASSESSMENT
Year 7 – Year 10
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Well Before the Due Date
Ensure assessment date details, and copies of Task are available.
 Discuss requirements.
 Students record due date.
 Monitor progress of task completion
e.g. drafts, progress checks.
 Encourage use of Learning Services.
On the Due Date
 Collect assignments and record receipt.
Students are not to use Learning Services on the day the assignment is due.
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Failure to Submit on Due Date
Contact parents/guardians by phone/email.
 Copy Overdue Assessment Task letter.
 Teacher to complete and hand to office.
 Notify Pastoral Care teacher.
 Office to photocopy for file.
Original sent home,
copy to subject teacher
and copy for student file in office.
Detention
Work to be completed during lunch time detention.
COLLEGE REGULATONS IN RELATION TO
PLAGIARISM
Concerns with a student’s suspected plagiarism will be discussed initially with the
student. Where necessary, parents/guardians are invited to meet with the Subject
Teacher and/or relevant CDL and/or Assistant to the Principal - Curriculum.
Definition:
Plagiarism is the act of presenting the work of another as your own.
For the purposes of this definition the work of another includes:
 written and non-written
 phrases, sentences, paragraphs and whole papers
 illustrations, maps, cartoons, statistics, photographs, charts, graphs, tables, field
study or lab results etc
 inventions.
For the purposes of this definition another includes:
 author, professional or otherwise, whose work has been published in a
newspaper, book, magazine, journal, encyclopaedia, CD Rom, etc
 author, professional or otherwise, whose work has been published on the World
Wide Web or other on-line electronic resource
 another student
 a paper-writing “service” which offers to sell written papers for a fee
 any friend or relative.
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THE PENALTY FOR PLAGIARISM WILL BE
A NOT APPARENT GRADING
FOR THAT PIECE OF ASSESSMENT.
PARENTS/GUARDIANS WILL BE NOTIFIED BY LETTER.
AWARDS
Academic Excellence and Academic Effort
Each semester, the College recognises students deserving of an Award for Academic Gold,
Silver or Bronze. There is also an Award for Academic Endeavour which can be Gold,
Silver or Bronze. Students receive Certificates of Commendation for both Excellence and
Effort and medals for outstanding achievements.
Academic Awards Criteria
Award
Academic Gold Award
Academic Silver Award
Academic Bronze Award
Criteria
Student has A’s in all subjects, although
may have a minimum of 2 B’s – no C’s
or below in any subject
Student has a minimum of 3 A’s in their
subjects and the remainder B’s – no C’s
in any subject
Student does not fit into the above
categories and has a B average or higher
– no D’s
Endeavour Awards Criteria
Award
Endeavour Gold Award
Endeavour Silver Award
Endeavour Bronze Award
Criteria
Student has 4 stars (★★★★) average in
Managing Learning across all subjects
Student must have minimum 6 subjects
with 4 stars (★★★★) average and the
remainder 3 stars (★★★☆) - no 2 stars
(★★☆☆) or below
Student does not fit into above categories
and has 3.5 stars (★★★☆) or higher
average - no 1 star (★☆☆☆)
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Subject Awards
Year 11 – Awarded to the highest achieving student in each subject.
Year 12 – Awarded to the highest achieving student in each subject, following the
Queensland Studies Authority verification process.
College Excellence Awards - Year 12
Awards to the highest achieving students in Year 12 across all their subjects, following
the Queensland Studies Authority verification process.
College Dux
The highest achieving student, awarded in the year following Year 12, following the
release of results from the Queensland Studies Authority.
Avila Award – Year 8-12
The Avila Award is awarded once a year and is at the discretion of the PC teacher. It
reflects a student who has taken on board in all aspects of College life and the College’s
seven foundation values: Aspiration, Contemplation, Wisdom, In the Way of Mary,
Simplicity, Family Spirit and Presence.
BULLYING AND HARASSMENT
Brisbane Catholic Education (BCE) believes all individuals in BCE schools have the
right to feel safe. Both the BCE Anti-bullying Policy and BCE Anti-bullying
Guidelines recognise that a person is bullied or victimised when he or she is exposed
repeatedly, and over time, to negative action on the part of one or more other persons
(Olweus 1984) and that the bullying involves a desire to hurt, a hurtful action (physical,
psychological or social), a power imbalance, repetition (typically), an unjust use of
power, evident enjoyment by the aggressor and a sense of being oppressed on the part
of the victim (Rigby 1996).
The vision for St Teresa’s Catholic College is one of an authentic Christian community
where Gospel values are evident and lived out in relationships and practices. The spirit
of the College is that of a family which strives to provide a safe and positive learning
environment for all. In line with the BCE Anti-bullying Policy and Guidelines the
College believes the most effective approach to address bullying is a whole-school
approach that includes prevention programs, early intervention strategies, intervention
procedures, restoration of wellbeing and clear procedures agreed to by all and
consistently implemented. Class, small group and one-to-one discussions provide
invaluable avenues for addressing bullying and harassment. The student protection
posters displayed throughout the College assist students to be aware of both the College
position on bullying and harassment, and the reporting processes available to them and
their families. The College Statement on Bullying and Harassment also outlines this
information.
Bullying and harassment have no place at St Teresa’s Catholic College. Young people
need to know that bullying and being bullied, regardless of whether it is physical,
verbal, covert, psychological or cyber bullying, are unacceptable and that there are
adults who can, and will, support them to be empowered in order to bring about
positive change. The flowchart below outlines the steps that may be taken when a
student/parent/guardian report bullying to a St Teresa’s Catholic College staff member.
Staff are required to respond to all reports of bullying. The response will vary
depending on previous reports and the nature of the current incident and may include
discussion, interviews, monitoring procedures, notifying parents/guardians, internal
suspension and exclusion.
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RESPONDING TO BULLYING AND HARASSMENT
REPORT
OF INCIDENT
STAFF MEMBER
PASTORAL CARE
TEACHER
ASSISTANT
PRINCIPAL
PRINCIPAL
DEPUTY
PRINCIPAL
STUDENT
DEVELOPMENT
LEADER
SERIOUS ISSUES
Issues of a serious nature may be taken directly to a member of the Leadership Team.
The Guidance Counsellor may become involved at any point in the process.
BUSES
___
Buses operated by Buslink service the areas from which College enrolments are drawn.
Contact Buslink on 5474 4733 for specific route information, and departure and return
times. Their website www.buslink.qld.com.au also provides useful information.
Parents/guardians have a contractual relationship with Buslink, but the company may
address issues of concern with the College. Student behaviour on buses should be
exemplary, both as a safety precaution, and reflection of self-respect and school pride.
Parents/guardians are asked to support College policy in relation to bus behaviour
by regularly reinforcing the following general rules:
 Students must obey the instruction of the bus driver at all times.
 Students must remain seated from when they first embark until they disembark.




No part of a student’s body is to protrude outside the bus.
Student noise is to be kept to a conversational level
(e.g. no yelling, shouting, screaming, whistling).
Food and drink are not to be consumed on bus.
Objects are not to be thrown inside or from the bus
(e.g. food, sports equipment, other student’s belongings).
Non-Government Schools Transport Assistance Scheme
Non-Government Schools Transport Assistance Scheme is payable to parents/
guardians whose son/daughter takes an approved bus service to school. The weekly bus
fare must be in excess of $30 per family. This service is administered through the
Queensland Catholic Education Commission. Applications are available twice a year,
early in Semester 1 and 2, from the QCEC website. Rebates are generally to families in
June/July and December/January. Further information is available from the Catholic
Education Commission on 3224 3319 or 3224 3286.
- 21 -
CAFETERIA
The Terrace caters for the healthy food needs of students and staff from:
Before School:
7.30am – 8.00am
First Break:
Lunch (normally 10.50-11.30 am)
Second Break:
Afternoon Tea (normally 1.10-1.30 pm)
Cafeteria Convenor, Lorna O’Connell, is very appreciative of parental help. A great
way to be involved in school life and learn new skills.
CAMPS AND RETREATS
There is one camp per year for Year 7 to 12. Camp costs are included in school fees.
The Year 7 camp is held in Term 1 and focuses on orientation into secondary school
and learning St Teresa’s philosophies and values. The Year 8 camp is held in Term 1
and focuses on students further developing their understanding of themselves, and
others in their year level. Year 9 students participate in an outdoor education program.
In addition to these camp experiences Years 7, 8 & 9 participate in reflection days
which are held at the College. These days are designed to assist students to reflect on
their lives and recognise that God is journeying with them. Year 10 students participate
in a Retreat experience. Students in Year 11 have the opportunity to further refine their
personal and community leadership skills during their camp. Year 12 students
participate in a Retreat experience, where they have time to reflect on the direction their
lives are taking and consider the place God has in their lives. Camps and Retreats are
an important and compulsory part of the College curriculum.
CAREER PATHWAYS
Personal and social development education is an essential component of all curriculum
areas and pervades all aspects of school life. It aims to promote the growth and
development of the human person as an individual, in relationships and as members of
the community. Within the Catholic Christian tradition, personal and social
development education focuses upon the lifelong journey toward wholeness as a person
created in the image of God and one who contributes to the common good. It includes
knowledge, skills, values and attitudes that are necessary to understand and actively
participate in a changing and increasingly complex global community.
Career education is embedded within the Year 7-12 personal and social curriculum
where students are encouraged to make considered choices as they develop their
understanding of themselves, others and the world of work.
During their time at St Teresa’s Catholic College students will be provided with many
opportunities to explore possible career pathways that meet their individual needs and
hopes. Every student is an individual and so is their career journey. It is important that
students actively engage in this journey and access the opportunities available to them.
- 22 -
Students are encouraged to talk to staff members, parents/guardians, extended family
members, friends and other adults about the world of work; participate in casual or parttime work, work experience, work placement, the SET Planning process in Year 10 and
review in Year 11 and 12; attend Career Expos and TAFE, university and other
educational provider Open Days; explore and consider a traineeship/apprenticeship,
enrolment in a VET or university course while at school; become familiar with overseas
exchange experiences; read the College Newsletter; develop a resume and portfolio of
achievement; and map possible career pathways as they consider their career journey.
St Teresa’s Catholic College Pathways Coordinator, Rose Calland; and Guidance
Counsellors, Sue Kraljevic and Sally Lock are available to assist students in
developing their understanding of career pathways. Assistance is provided in exploring
careers of interest, subject selection, work experience, tertiary options and traineeships
and apprenticeships.
CELEBRATIONS______
___
Celebrations are an important part of the St Teresa’s community. Students and families
are encouraged to become involved and participate in events that foster a sense of
connectedness and purpose. It is this sense of oneness that enables the community to
grow, and affirm its members. Celebrations include St Teresa’s Facilitated Parish
Masses, College Masses and liturgies, Feast Day celebrations, Parent Information
Nights and Year Level Expos, drama and music presentations, sporting and academic
events.
CHAMPAGNAT LEARNING CENTRE (CLC)
The library is located in the Champagnat Learning Centre (CLC).
Teacher Librarian: Deb McGhee
Library Technician: Jo Harrington
Library Aides: Vicky Francis
Rosemary Bartley
CLC Hours: 7.45am–4.00pm (4.30pm Wed)
Homework Centre: 2.30–4.00pm daily (4.30pm Wed)
CLC Staff will assist students to:
 Use the CLC Management System Oliver to locate resources.

Use the Internet and online database Worldbookonline to access information.

Borrow books for information and enjoyment.

Use computers and laptops.

Collect printing and photocopying.

Complete homework and assignment tasks.

Use the Student’s Manual.
- 23 -
CO-CURRICULAR PROGRAM
The aim of the College’s co-curricular program is to encourage all students to develop
their interests and talents to the fullest. St Teresa’s seeks to offer a broad range of
activities including various sporting, cultural and community programs. The College
aims to offer activities that challenge, interest and excite every student. It is hoped that
students will be given the opportunity to become involved in these activities.
Participation in the co-curricular program also serves a valuable pastoral purpose,
developing positive relationships between students, staff and parents/guardians.
Co-curricular participation at St Teresa’s is not compulsory. However, all students are
strongly encouraged to participate in programs offered by the College. If students sign
up for an activity, it is expected they will commit themselves to all aspects of the
activity for the duration of the activity.
Students are expected to attend all performances, practice sessions and matches. The
coach or Teacher-In-Charge of the activity must be notified by a parent/guardian if a
student is unable to attend on any occasion, and as much notice as possible should be
given so that a suitable replacement can be organised. If this is not possible, the student
should present a note on the first school day after the performance, match or practice
session. Students need to ensure they are aware of what is expected of them in terms of
dress, appearance and behaviour.
Currently, co-curricular activities include the following:
Spiritual Opportunities
 Liturgies
 Parish Masses
 Youth Group
 YSDVP
 Sacramental Program
 Immersion Programs
 Interact Club
 Community Service
Cultural Opportunities
 Vocal Group
 Chapel Band
 Rock Bands
 Orchestra/Concert Band
 Musical (alternate years)
 Dance Troupe
 Instrumental Music lessons
 Choir
 Drama Performance Troupe
 Eisteddfods
 Graphic Design Workshops

String Ensemble
 Arts Technology team
- 24 -
Sporting Opportunities
 Rugby Union teams
 Water Polo teams
 Netball teams
 Soccer teams
 Athletics
 AFL teams
 Tennis
 Running Club
 Swimming teams
 Cricket
 Basketball
 Cross Country
 Surfing
 Surf Life Saving








Academic Opportunities
Rostrum and Lions Youth of the Year
Public Speaking
Tournament of Minds teams – Language
Literature; Science, Engineering and Social
Sciences
Quota Student of the Year
Readers’ Cup teams
Book Week activities
MS Readathon
Chess Competition
Debating teams
- 25 -
COMMUNICATION
Street Address:
Sea Eagle Drive
Noosaville Qld 4566
Postal Address:
PO Box 1592
Noosaville DC Qld 4566
Telephone:
(07) 5474 0022
Absentee Line:
(07) 5430 5300
Fax:
(07) 5474 0266
Email:
snoosaville@bne.catholic.edu.au
Web:
www.stteresa.qld.edu.au
Students are required to read the College notices daily.
College staff maintain communication with parents/guardians through phone calls,
interviews, letters, emails and formal reporting processes such as Student-ParentTeacher Meetings.
Messages from parents/guardians of an urgent nature will be relayed to students,
however, non-urgent messages or messages of a social nature are discouraged. The
College cannot guarantee delivery of messages received after 2.00pm.
The College Newsletter is published on Thursday each fortnight and is sent via
email. To register follow the link: http://stteresacc.schoolzinenewsletters.com/subscribe
The College Newsletter contains important information for the College community and
outlines activities that may be of interest to students and families. It enables regular
communication with families.
Office Hours
TERM TIME
Monday to Thursday 7.30am – 3.30pm
Friday 7.30am-3pm
SCHOOL HOLIDAY TIME:
Monday-Friday 9.00am-2.30pm
- 26 -
CURRICULUM
Middle Years: Year 7, 8 and 9
The first years of schooling at St Teresa’s Catholic College are in the Middle School.
Middle schooling is an approach developed to cater for adolescent students.
At St Teresa’s we adopt the following practices to cater for students:
 Each year level consists of approximately 170 students.
 A designated Student Development Leader coordinates the academic and social
wellbeing of students within these stages.
 Each class consists of a group of students who work closely with a core group
of teachers and these teachers work together in teams to plan and teach.
 Each class where possible has its classroom which is the student’s pastoral care
room except for specialist classrooms.
 The curriculum is connected - while students study contemporary syllabus
content, teachers and students at St Teresa’s develop units, which combine
skills, knowledge and values across all subjects, designed especially to appeal to
the interests of students. This replicates the real world.
 Learning time is maximised by students remaining in the same room for the
majority of their lessons.
 Students often work in groups or teams to develop skills of cooperation.
 Cooperative learning processes and skills are engaged.
 Individual educational needs are addressed.
 Parents/guardians are regularly informed of the progress of their child, and are
encouraged to be involved in school activities.
The Common Curriculum
The function of the common curriculum for Queensland schools is to afford a
comprehensive education for all students during the compulsory years of schooling.
It consists of the eight nationally agreed key Discipline Areas:
 The Arts
 English
 Health and Physical Education (HPE)
 Languages
 Mathematics
 Science
 Humanities
 Technology
As a Catholic College, St Teresa’s provides a ninth Discipline Area –
 Religious Education.
The College designs the Religious Education Syllabus which must align with the
Archdiocesan Religious Education guidelines endorsed by the Archbishop.
In Year 7 and 8 students undertake all subjects for a designated time. In Year 9 students
choose electives. These electives can be a combination of year-long or semester
courses.
- 27 -
Typical Levels of Achievement
Each Discipline Area uses a common scale for describing achievement: A–E.
Disciplines have individual descriptors of achievement that guide students to
understand what is required to attain each of the five different levels. Students should
use descriptors demonstrated on assessment rubrics to set goals for achievement, then
consult with teachers, parents, Learning Services and the Homework Centre to achieve
their goals in assessment.
Senior Years: Year 10, 11 and 12
Year 10
Year 10 is a critical year of learning for students at the College as they seek to develop
career pathways and make the best choices for learning in Year 11 and 12. Learning
and teaching tends to be tailored towards the study of individual disciplines as students
now have choice over some of the subjects they study and those they will no longer
pursue. Students are provided with a range of assessment strategies including
examinations, assignments, role-plays, oral presentations, demonstrations and in-class
work. Students are given feedback on their learning frequently and are assessed using
the A – E scale consistent across the College.
Compulsory Discipline Areas are:
 Religious Education (RE)
 Mathematics (Core/Extension)
 English
 Science
 History/PE (One semester each)
Students have the opportunity to choose from a wide variety of elective courses. Year
10 is the optimal time for students to explore the different learnings on offer in the
College. The College offers students the opportunity to undertake learning in many
different courses drawn from the subjects on offer in Year 11 and 12 including both
academic (OP) and Vocational (Certificate) courses.
Reporting Structure
The reporting structure for Year 10 is consistent with the reporting structure students
have engaged with in the Middle School, that is, an A–E grade derived from
achievement across a variety of focus strands in assessment tasks.
Senior Education Training Plan (SETP)
Year 10 students are required to map their career and education goals by completing the
Senior Education and Training Plan (SETP). Students make study and training choices
for Year 11 and 12 by identifying their interests, strengths, skills and study habits.
Students, parents/guardians and staff mentor/s meet to discuss the completed SET Plan.
Determining an appropriate balance of education, training and life experience options
with a student’s goals is not an easy undertaking and one that requires commitment
from students, parents/guardians and the school.
- 28 -
Students are to submit their subject selection to the school during this meeting with
SETP mentor and it is from these selections that subjects will be organised for the
following year. Students can make changes to their SET Plans via a Subject Change
Request Form that is co-signed by student, parent/guardian and SETP mentor.
Work Experience
Year 10 students participate in Work Experience and complete a Work Placement Log
Book. Failure to submit a Log Book has implications for the recognition of the student
having participated in Work Experience.
Year 11 and 12
The dual focus of the year 11 and 12 Phase of Learning at St Teresa’s Catholic College
is to prepare young people for the next phase of their lives by:
 providing quality Christian and personal formation experiences, and
 encouraging the achievement of worthwhile qualifications.
St Teresa’s Catholic College offers:
 Authority subjects
 Authority-registered subjects
 Vocational Education Qualifications, delivered both at the College and by
external providers
 Opportunity for structured workplace learning or School-based
Apprenticeships and Traineeships.
An authentic Senior Phase is characterised by flexible learning arrangements, with high
but achievable expectations for student independence in learning. The initiative lies
with teachers to progressively scaffold, guide and mentor students in how to organise
and monitor their learning.
Key platforms for this will be through Pastoral Care Periods and Classroom Practice, as
well as making full use of the My Learning Feedback Software.
Authority Subjects
Authority Subjects are approved by the Queensland Studies Authority (QCAA) and are
offered statewide in Queensland secondary schools and Colleges. They are recorded
and are used in the calculation of an Overall Position (OP). Some Authority subjects
may have vocational education components and allow students to gain credit on entry
to specific TAFE courses. Some subjects may be taken up for the first time in Year 11
while others require background study in related Year 10 subjects.
QCS (Core Skills) Test
The QCS test is integral to the end results of students seeking an OP for entry to
university. For students seeking an OP, QCS Test preparation will take place
throughout their senior studies and should be treated as an academic subject. The results
of the QCS Test are used by QCAA to scale students’ results contributing to their OP.
Authority-Registered Subjects
Authority-Registered Subjects are developed by the QCAA and offered by individual
schools. They have QCAA approved study plans and may have Vocational Education
components. They are also recorded on the Queensland Certificate of Education (QCE).
- 29 -
They are not used in the calculation of an OP but may be used in the calculation of a
non-OP tertiary entrance rank. Authority-Registered subjects tend to place more
emphasis on practical skills and knowledge and can develop specific skills relevant to
employment.
St Teresa’s Catholic College is offering Authority-Registered subjects Study Area
Specifications (SAS).
Vocational Education and Training Qualifications
Students are also able to select from a number of Vocational Education and Training
Qualifications offered through the College. These include courses on the College scope
of registration and those provided by other registered training providers including
TAFE. All Vet courses offered are regulated and accredited under the Australian
Qualifications Framework (AQF). They assist in preparing students to enter paid work,
and also provide a pathway to further training. A number of qualifications also
articulate to tertiary study pathways.
St Teresa’s Catholic College explores multiple partnerships with a range of training
providers to offer a suitable variety of certificate courses. Delivery of these certificates
may be at the College, on-line or at other campuses.
Students at St Teresa’s Catholic College may also consider the following:
Distance Education
Students wanting to study a subject not offered at St Teresa’s Catholic College may be
able to enrol with the School of Distance Education.
University of the Sunshine Coast
The University of the Sunshine Coast (USC) offers a Head start Program that
provides Year 11 and 12 students with the opportunity to study an undergraduate course
while still at school. More than 60 courses are offered with a select number of courses
offered at the USC Noosa Centre.
Central Queensland University
The Central Queensland University’s Start Uni Now (SUN) gives Year 10, 11 and 12
students the opportunity to get a head start on their career by enrolling in university
courses while still in high school. Students study either externally/online or
internally/face-to-face at CQU while they do their regular school work. University
students are encouraged to devote approximately 10 to 12 hours of study per week, per
course. This will include lectures (if an internal student) and tutorials, as well as
individual study and assignments. For internal students, attendance at scheduled classes
and/or workshops and residential schools may be a part of the study schedule.
School-based Traineeships and Apprenticeships
School-based apprenticeships and traineeships allow students to work towards a
nationally recognised qualification while completing their high school studies. Not only
will students receive their Queensland Certificate of Education or equivalent at the end
of Year 12, students will have also trained towards a qualification in their chosen career
and been paid for time spent working. Training takes place while at work, at school or
at a training provider (ie. TAFE or a private training organisation).
- 30 -
Senior Phase Qualifications
Queensland Certificate of Education
The Queensland Certificate of Education (QCE) is a school-based qualification
awarded to young people at the completion of the senior phase of learning, usually at
the end of Year 12. It confirms a student's achievement of a significant amount of
learning, a set standard of achievement and having met literacy and numeracy
requirements. The QCE recognises broad learning options and offers flexibility in
what, where and when learning occurs. Different types of learning attract different
credit values. A credit is the minimum amount of learning at the set standard that can
contribute towards the QCE. Students must have at least 20 credits to be awarded
the Queensland Certificate of Education.
Vocational Education and Training (VET) Qualifications
Completed AQF Certificates III, IV and Diploma study may be allocated a QTAC
selection rank for tertiary entrance purposes.
Recorded Subjects
A Recorded subject is a subject other than an Authority Subject, Authority-Registered
subject/Study Area Specification, offered by a school or other educational institution
approved by the Board. Recorded subjects can be either approved TAFE subjects or
qualifications from specialist accredited agencies. Recorded subjects are not used for
calculating OP’s or Selection Ranks but may be entered on the Queensland Certificate
of Education.
DENTAL VAN
___
The Dental Van visits the College annually and examines the teeth of those students in
Years 7-10 whose parents/guardians wish to take advantage of this service. Forms are
issued for this purpose prior to the visit.
ELECTRONIC DEVICES
The use of electronic devices and access to e-mail and internet services (school devices
and services) at St Teresa’s Catholic College Noosaville are provided to students in
order to support their educational and administrative needs. These school devices and
services are necessary educational tools and must be used in a responsible manner.
This policy can never anticipate all possible advances and uses of technology and
therefore students who are unsure about their usage should seek clarification from a
teacher as soon as possible.
This Policy is intended to inform parents and students of our school’s expectations
when students are using the devices and services provided by the school and when
using their personal equipment to communicate to or about members of the school
community. If a student acts in a way that is against the contents of the policy, he or
she will be subject to consequences according to the school’s Pastoral Care Policy and
if necessary offending material may be supplied to the police.
The school reserves the right to capture, store and review all internet browsing
and emails across our school network. Devices may be taken or accessed if it is
believed that:
• There has been or may be a breach of the school rules or policy
- 31 -
• There may be a threat of harm to a student or others or system security.
STUDENTS ISSUED WITH SCHOOL OWNED LAPTOP/iPAD COMPUTERS
All students and families are responsible in the following ways for the device issued:
• To care for the device to the best of their ability
• To keep the device secure and protect it from any malicious damage.
• To bring the device to school each day in readiness for use in the classroom – this
includes having the battery charged and electronic files effectively managed.
• To replace or repair any damaged, lost or stolen device at their own cost
• To return the device (and any inclusions such as power cords and carry case) in
good order when leaving the school
CYBERSAFETY REQUIREMENTS
This policy addresses the particular use of these technologies that has come to be
referred to as ‘Cyberbullying’ (See No 4 below). The school will investigate and take
action where this kind of bullying occurs in school and outside of school when it
causes significant harm to the relationships between students and or teachers, or is
criminal in nature.
1. When using the school devices and services students will:
• ensure that communication through internet and email services is related
to learning.
• keep passwords confidential, and change them when prompted, or when
known by another user.
• use passwords that are not obvious or easily guessed.
• log off at the end of each session to ensure that nobody else can use
their e-learning account.
• promptly tell their teacher if they suspect they have received a computer
virus or spam (i.e. unsolicited email) or if they receive a message that is
inappropriate or makes them feel uncomfortable.
• seek advice if another user seeks excessive personal information, asks to
be telephoned, offers gifts by email or wants to meet a student.
• ensure that copyright permission is gained before electronically
publishing the works or drawings of others.
• always acknowledge the creator or author of any material published.
• keep personal information including names, addresses, photographs,
credit card details and telephone.
• ensure that school services are not used for unauthorised commercial
activities, political lobbying, online gambling or any unlawful purpose.
2. When using the school services or personal mobile phones (or similar personal
equipment) students will not:
• disable settings for virus protection, spam and filtering that have been
applied by the school and not attempt to evade them through use of proxy
sites.
• allow others to use their personal accounts.
• deliberately use the electronic identity of another person to send messages
to others or for any other purposes.
• enter ‘chat’ or ‘social networking’ internet sites without the permission of a
teacher.
- 32 -
•
•
•
•
•
use unauthorised programs or intentionally download unauthorised
software, graphics or music that are not associated with the learning
activity as directed by a staff member.
damage or disable computers, computer systems or networks.
disclose personal information about another person (including name,
address, photos, phone numbers)
distribute or use information which is copyrighted without proper
permission.
take photos or video of members of the school community without their
consent.
3. When using school services students will never knowingly initiate or forward
emails or other messages containing:
• a message that was sent to them in confidence.
• a computer virus or attachment that is capable of damaging recipients’
computers.
• chain letters and hoax emails.
• spam, eg unsolicited advertising material.
4. When using school services or non school services students will never send or
publish either through internet sites, e-mail or mobile phone messages:
• unacceptable or unlawful material or remarks, including offensive, abusive or
discriminatory comments.
• threatening, bullying or harassing material or make unreasonable demands.
• sexually explicit or sexually suggestive material or correspondence.
• false or defamatory information about a person or organisation.
• the school name or crest without the written permission from the Principal.
Students need to be aware that all use of internet and email services can be
monitored and traced to the accounts of specific users. The misuse of school services
may result in disciplinary action which includes, but is not limited to, the withdrawal
of access to services.
POLICY UPDATE
This policy will be updated as necessary. All attempts will be made to adhere to the
above policy, but particular circumstances (such as technological advancements) may
require the College to depart from the stated policy.
EMERGENCY PROCEDURES
___
Depending on the emergency situation or extreme weather conditions, students will be
evacuated to a pre-determined assembly area or kept indoors. Parents/guardians will be
contacted if necessary.
- 33 -
EXCURSIONS
___
Excursions may be organised by subject teachers or co-curricular staff.
Parents/guardians are asked to assist staff by signing excursion consent forms promptly.
Most excursion charges are included in Subject levies and will appear on the Term
Account. There may be an occasion/s when parents/guardians may be asked to meet the
cost of an additional excursion/s.
FIRE AND LOCKDOWNS EVACUATION
To maintain compliance with Workplace Health and Safety legislation, STCC is
required to conduct an emergency evacuation and lockdown drill at least twice every
school year. These procedures are explained to students at the start of the school year.
For attendance records to be checked accurately following an evacuation, it is important
that students who arrive late, or leave campus early, sign in/out at Student Reception.
For the same reason, if you (as a parent/guardian) are visiting campus for a
performance, meeting, cafeteria shift or assembly, it is important that you also sign
in/out at College Administration.
The following will be emphasised with students:

Avoid panic.

Order is more important than speed.

Fire drills are not for fun, they are to save life.
In addition, the St Teresa’s Fire Evacuation procedure is also emphasised with
students:

When the alarm is sounded stop and look at your teacher for direction.

The teacher will direct you to the assembly area.

Once at the assembly area line up in your Pastoral Care class and sit down in
alphabetical order.

Do not move out of line until you are dismissed.
Assembly areas will be indicated to students at the start of the school year.
- 34 -
GRIEVANCE POLICY
ST TERESA’S CATHOLIC COLLEGE COMMUNITY
GRIEVANCE POLICY
POLICY STATEMENT
The resolution of conflict between members of the College is vital to the wellbeing and
success of all within our community. All procedures should be characterised by
Christian values in line with the College Mission statement.
The intention of this policy is to describe procedures for the effective and early
resolution of disputes.
Definition
These procedures are designed to address general concerns.
Where a solution to a concern might require entering into a formal process,
e.g., allegations of child abuse or teacher inability, other procedures are already in
place. These require certain immediate actions on the part of the Principal.
Issues related to the general community may go to the Principal.
The Process

All personal matters, such as concerns regarding student, parent/guardian or staff
relationships should initially be raised directly with the appropriate College staff
member.

If the matter relates to an individual student and/or an issue of everyday class
operation, the student’s Pastoral Care teacher will be first point of contact. For all
other matters please contact the College office to be directed to the appropriate level
of contact.

Grievances should be kept as confidential as possible.

The College Guidance Counsellor is available for pastoral support.

The Parish Priest is available for pastoral support.
Roles and Responsibilities of Staff

Objectively seek facts from those involved.

Negotiate resolution between parties when possible.

If appropriate refer to next stage of the grievance process keeping all interested
parties informed as appropriate.

Record details of meeting and outcomes as appropriate.
- 35 -
STUDENT/PARENTS
RESOLVE GRIEVANCE WITH
OTHER PARTY/TEACHER
RESOLVED
YEAR LEVEL
STUDENT DEVELOPMENT
LEADER
RESOLVED
LEADERSHIP
APA, APRE, DEPUTY
RESOLVED
PRINCIPAL
RESOLVED
AREA SUPERVISOR
CEO
RESOLVED

SEVERITY MAY WARRANT STARTING AT A HIGHER STEP.

ADMINISTRATION CAN INTERVENE AT ANY TIME IN THE PROCESS.

GRIEVANCE MAY BE REFERRED TO A HIGHER STEP BY THE STAFF
MEMBER WORKING AT THAT STEP.
- 36 -
GUIDANCE AND COUNSELLING SERVICE
The effect of life’s stressors on the personal, social and academic development of
students is widely acknowledged. Schools exercise a central role in supporting and
assisting student development by providing a Guidance and Counselling service.
Guidance Counsellors work in partnership with the school community to promote and
foster student development, mental health and resilience.
The College Guidance Counsellors, Sue Kraljevic and Sally Lock are available to meet
with students, parents/guardians and staff to talk about concerns. This is a confidential
service. An appointment can be made directly by email (see the St Teresa’s Catholic
College website) or by leaving a message with office staff by phoning 5474 0022.
HOMEWORK
___
Guidelines have been established for the regular completion of homework during the
week. Students are advised to be proactive in using their homework time
productively.
The recommended amount of homework is:
Year 7
45-60 minutes per night
Year 8
80 minutes per night
Year 9
Year 10
Homework for senior students is not restricted to a schedule and will vary from subject
to subject. In general, Year 11 and 12 students should expect a considerable homework
load in their senior years, and should be committed to completing two to three hours
of homework or revision each night.
Effective Homework Hints
Many students find it difficult to effectively complete homework.
Following are some useful hints for students:
 Set aside a quiet place for homework. Ensure there is a comfortable seat and
good lighting.

Do not work in the same room as the television and avoid distracting or loud
music.
- 37 -

Set aside a regular time for homework each day and try not to let anything
interfere with that time.

Divide the work into smaller tasks and complete one task at a time.

Concentrate on the task in order to achieve maximum benefit from the time
available.

Reading for information should always be accompanied by some activity such
as note-taking, summarising, drawing diagrams, writing from memory and selftesting.

In all subjects there is work to be memorised. Use homework time to revise
work, consolidate, understand and commit necessary facts to memory.

Regular revision is essential to consolidate learning. Homework time provides
an opportunity for revision of work covered during the day.

Clarify questions raised during homework with the class teacher the next day.

A healthy diet, adequate exercise and sleep, are necessary precursors to
developing effective study habits.
HOMEWORK CENTRE (in the CLC daily)
The Homework Centre operates in the Champagnat Learning Centre (CLC) every
Monday to Friday 2.30 - 4.00pm (Wednesday 4.30pm). Students are encouraged to
access this service regularly to establish a consistent approach to academic
commitments. If attending, students must sign in at the Centre before 2.45pm. Students
sign in and out of the Homework Centre at the CLC Circulation Desk. Learning
Services and CLC staff supervise Homework Centre and assist students with
assignments, homework tasks, etc.
Teachers may volunteer to work in the Homework Centre to support student success.
Individual teachers may choose to offer tutorials with students on particular afternoons
and advertise this option to their students.
- 38 -
HOUSE SYSTEM
Each student and staff member is allocated to one of four Houses.
AVILA
LA VALLA
Colour
RED
BLUE
GREEN
GOLD
House Name
AVILA
LA VALLA
PENOLA
POMONA
House Patron
St Teresa
Marcellin Champagnat
Mary MacKillop
Nano Nagle
Significance
St Teresa’s birth place in
Spain.
Mountainous terrain.
Site of first Australian
religious order to
educate underprivileged
children.
Mary MacKillop –
Co-Founder of Sisters of
Saint Joseph. Great
affinity with indigenous
children.
Founder of Presentation
Sisters – Ireland.
First Catholic College in
Noosa District –
St Patrick’s, Pomona,
Presentation Sisters.
Also referred to as ‘Lady
of the Lantern’.
Relevance
Humility, endurance,
solitude, determination.
Strong mind,
gentle heart.
Joyful spirit,
compassion.
Love of children.
Brought light into
people’s lives,
showing the way.
Local
Significance
Local mountains –
Tinbeerwah, Coolum
Coastal living,
surrounded by water
Local vegetation,
environment
Sun, sand dunes
Gubbi Gubbi
Word
Wandangu
(climbing)
Bomga-guriman
(waves, of the sea)
Gawun
(care, care for)
Yirinaa
(light in colour)
Connection to
Logo
Background, sturdy
Wave
Outline, structure,
main frame
Sun – part of the logo
Connection to
Colour
Red – Earth
Blue – Water/Ocean
Green – Trees,
vegetation
Gold – Sun, sand dunes
Motto
Always strive to do best,
climb every mountain.
Not always smooth
sailing, never give up,
keep on going like the
waves.
Nurturing, caring,
looking out for others.
Make the most of every
opportunity. Show the
way, be a leading light.
Floral Symbol
Red Banksia
Blue Wistringia
Eucalyptus
Gold Wattle (Acacia)
Patron Saints
Day
Sayings
15th October
6th June
8th August
26th April
The greater our love
the fewer words we use.
To educate children
properly, we must love
them all equally.
My only prayer is that
his will be done in the
matter.
Love one another as you
have hitherto done.
Arrow and Book
Heart
Cross
Lantern
Symbols
Village of Marcellin,
founder of Marist
Brothers.
Marist connection
through school.
PENOLA
POMONA
- 39 -
ILLEGAL AND ILLICIT SUBSTANCES
Students may not smoke, or drink alcohol at any College function such as on camps or
evening excursions, whether in uniform or out of uniform. Illegal substances, tobacco
or alcoholic drinks must not be brought onto the College grounds. There are very
serious penalties for a breach of these rules.
The use of illegal drugs by any student on College grounds is reportable to the Police.
Any student who sells or supplies drugs to other students will have their enrolment
reviewed. Students who possess or use illegal drugs while in College uniform will be
dealt with by the College Student Protection Contacts.
IMMUNISATION
___
OZ Care staff attend the College each year to administer free immunisation.
Parents/guardians will be advised of times and dates when available.
INCLUSIVE EDUCATION
At St Teresa’s Catholic College, inclusive education addresses the education of all
students within the complex community of learners.
Staff members recognise:
 The role of the Brisbane Catholic Education Learning and Teaching
Framework as a common vision, expectation and language in the education of
learners.
 The Australian Curriculum, Assessment and Reporting Authority (ACARA) and
Queensland Curriculum and Assessment Authority (QCAA) documents in
planning learning activities and assessment tasks through which students have
opportunities to demonstrate what students know and can do.
 Learners have diverse needs and their contribution to the learning environment
is both encouraged and acknowledged.
 The need to provide specific learning opportunities and various pedagogical
approaches to meet student needs.
 Achievement levels of all students need to be carefully monitored and tracked
throughout their educational experience.
 Task negotiation assists student’s development.
 The importance of students taking responsibility for their own learning as
lifelong learners.
 The importance of developing the whole person in the educational experience
offered at St Teresa’s Catholic College.
 We are all learners.
Strategies employed in order to maximise student learning:
 Standardised tests provide an overview of learning abilities eg. PATMathematics, PAT-Comprehension, PAT-Vocabulary.
 Teaching staff check the Special Provisions for Assessment Tab on the College
portal.
 Staff work together to plan, develop, implement and evaluate curriculum and
pedagogy.
 Staff from the Learning Services Team work within the classroom and with
individuals and groups in the Learning Services Centres and the CLC.
- 40 -








Learning Services staff work with students highlighted as requiring assistance,
those requiring assistance to achieve levels beyond their current demonstrations
and those requiring challenges beyond learning experiences offered in the
classroom.
Brisbane Catholic Education assists in funding Student Learning Aides, and
provides for the regular support of students with significant educational needs in
literacy and numeracy.
Students have access to technology both during and outside school hours.
Consultation provides students with opportunities to negotiate learning
experiences.
Students are encouraged to seek guidance and assistance from peers, class
teachers and support staff.
Partnership and collaboration amongst staff, parents/guardians and students.
Evaluative practices (teaching approaches, programs, activities, resources) are
ongoing and involve students, parents/guardians and staff.
Student achievement is tracked and reported.
INSURANCE
___
Personal Property
The personal property of students is not insured by the College against theft, damage,
loss etc. Parents/guardians are encouraged to discuss with their insurance company the
suitability of their Householder’s Policy in relation to covering their child’s possessions
when at school and on College activities.
Items not permitted on College premises include jewellery, personal cameras and CD
players. Items permitted on College premises are mobile phones, sunglasses, USBs,
laptops, and iPads. Students are expected to follow College protocols when using these
items. The College takes no responsibility for lost or stolen items.
Student Accidents
The College has a Student Accident Protection Plan, providing a range of capital
benefits with predetermined amounts dependent on the injury. It is advised that
parents/guardians have their own private health insurance.
LEARNING SERVICES
___
Learning Services at St Teresa’s Catholic College is committed to inclusive education
where there is equity of opportunity for all to work towards their full potential. The
service works to enhance the education of all students. We are all learners and
educational experiences offered at the College endeavour to take into account the
development of the whole person. Students are encouraged to take ownership for their
learning and to recognise, and engage with, their own lifelong learning journey. It is
within this context that Learning Services is embedded.
St Teresa’s embodies the understanding that lifelong learners actively seek information
and support according to their needs. It is this understanding that ultimately frees
students to want to access services and opportunities available at St Teresa’s in order to
experience further educational success.
Learning Services
Learning Services Team
Learning Aides and
Learning Services Centres
all focus on student learning and the invitation to access services to meet one’s needs.
- 41 -
Learning Services offered through the Learning Services Team is for all students and
encourages a positive climate towards utilising all that St Teresa’s offers.
The Learning Services Team comprises the Support Teachers: Inclusive Education,
Guidance Counsellors, Student Learning Aides, Teacher Librarian and Staff.
Partnership and collaboration are at the heart of Learning Services. The Learning
Services Team works with students to determine how best to meet their individual and
collective needs.
Student Learning Aides work in the Learning Services Centres (situated in the
Middle and Senior Schools, and in the Student Services Centre), in classrooms and in
the Champagnat Learning Centre.
LENDING MONEY
___
The College is not in a position to lend money to students other than for emergency bus
fare. If students forget their lunch they will be issued with a voucher for the cafeteria
that must be repaid the following day.
LOCKERS
___
Care of Locker Area
Students have a responsibility to look after the locker that has been
allocated to them and may be required to pay the cost of any necessary repairs.
Guidelines for Students







Students must keep to the locker allocated to them.
Bags and other personal possessions are to be stored inside lockers.
Food must not be left in the locker overnight.
There must be no graffiti or stickers inside or outside the locker.
Students must not open another student’s locker.
Students will be issued with a padlock. Replacement padlock costs $15.
Lockers must be padlocked, during and after school hours to ensure that the
student’s belongings, and College resources and library books, are protected.
LOLLIES
___
Lollies and chewing gum are not to be brought to school. Students
who bring cough drops should inform their teacher/s. See the Accident,
Illness and Medication section in this Handbook for requirements
related to the administration of medication during school hours.
Students occasionally sell confectionery for fundraising purposes.
This occurs only with the express permission of the
Deputy Principal or Principal.
- 42 -
LOST PROPERTY
___
Parents should label and mark all items of clothing. Personal items of value such as
calculators should be engraved with the student’s name. Misplaced possessions found at
the College are taken to Student Reception where Lost Property is stored. Named items
will be returned to students. Students make a 50cent donation to Project Compassion to
retrieve their property. Unnamed articles that are not claimed will be stored, and then
disposed of if they remain unclaimed for a significant period of time.
Text books issued to students must be returned to the College at the end of the school
year. Students who have lost or damaged any books borrowed from the College
will be required to pay the replacement cost of the book/s.
MUSIC
___
A number of instrumental music teachers offer instruction at the College. For details,
costs and the instruments available, please contact the teacher in charge of music.
PARENTAL ENGAGEMENT
St Teresa’s Catholic College promotes the involvement of committed
parents/guardians, volunteers and friends who work hard to develop a sense of
community at the College. As such there are many ways in which parents/guardians can
be engaged in the St Teresa’s community such as participating in St Teresa’s Facilitated
Parish Masses, College Masses and liturgies, and the annual Thanksgiving Mass;
attending interviews to discuss student progress, Parent Information Nights and student
Expo Presentations; supporting team sports offered through the College; attending
and/or assisting at swimming carnivals and sports days; attending advertised events
including Career Expos; assisting in the cafeteria and supporting students seeking work
experience. Any involvement, regardless of how large or small, is appreciated.
PASTORAL CARE
Pastoral Care at St Teresa’s Catholic College is the responsibility of those who form its
community. Pastoral Care teachers work closely with their Pastoral Care class to
establish a prayerful classroom environment and develop positive relationships within
the class. They work with those in their care to foster a sense of pride in belonging to
the St Teresa’s and wider community, and a desire to present their Pastoral Care
classroom as an exciting learning environment. Pastoral Care teachers monitor student
progress, and discuss student progress with parents/guardians. The following flowchart
indicates the process of support available to students and families when concerns arise.
Concerns may be about assignments, attitude, relationships, absences etc.
- 43 -








STAFF MEMBER
Concerns
Homework/Assignments
Uniform
Attitude
Motivation
Relationships
Behaviour
Punctuality
Absences
PASTORAL CARE
TEACHER
STUDENT
DEVELOPMENT
LEADER
ASSISTANT
PRINCIPAL
DEPUTY PRINCIPAL
PRINCIPAL
ADDITIONAL SUPPORT
 Parents
 Guidance Counsellor
 Support Teacher: Inclusive
Education
 Student Learning Aides
 Homework Centre
 Campus Minister
PRAYER
The Pastoral Care (PC) teacher is responsible for the establishment of a prayerful
classroom atmosphere. Students prepare and share prayer in morning PC, and are
expected to be familiar with the St Teresa’s Prayer and College Song.
Religious Education (RE) classes are responsible for leading College and Year
assemblies with a spiritual reflection. RE teachers work with their RE classes in
developing prayerful experiences which are relevant to particular events in the life of
the College or specific times in the Catholic Church calendar.
Staff prayer is also significant at the College. Staff begin each morning, and staff
meetings, with prayer. Staff and students are exposed to a rich tapestry of prayer
encounters throughout the year.
Parents are invited to become part of the Local Marist Community of Mission prayer
group. This is a small community of local Marists who meet on the first Tuesday
evening of each month to share prayer and life. All are welcome to attend.
RELATIONSHIPS
Christian Vision of Relationships
At St Teresa’s Catholic College it is the life of Christ and the values of the Gospel
that inspire our relationships. The sacredness of human life demands that we honour
and respect each person. As a community we will seek to respond to individual needs
with justice and compassion. St Teresa’s Catholic College is committed to the values of
respect, responsibility and reconciliation, as it seeks to promote the dignity and
worth of each person.
- 44 -
Respect
We believe that because we are made in the image and likeness of God, human life is
sacred and therefore our interaction with one another is marked by respect. We believe
that every person is equal in the eyes of God and we express this in our commitment to
respecting the right of others.
Responsibility
We believe that our freedom to make choices and to act carries with it the challenge to
own our decisions and to accept the consequences of our behaviour. We believe that
our common humanity calls us to share in the struggle and suffering of our neighbour
and at these times we are called to offer support. We believe that our faith is expressed
in our willingness to serve rather than dominate or manipulate others. Our gifts and our
work should be directed towards the care of the individual and the common good of the
community.
Reconciliation
We believe that to do wrong is a fact of human experience. Our openness to forgive and
to be reconciled expresses and reminds us of the unconditional love of God.
Relationship means:
Respect myself and others.
Be responsible for myself and my behaviour towards others.
Work towards reconciliation as part of maintaining relationships.
Implications
We affirm our Pastoral mission to emphasise respect for the individual when we:
 Acknowledge our own inherent value and thus act in a responsible and dignified
fashion.
 Focus on what is good in a situation or in a person.
 Seek the truth in an open, non-judgemental manner.
 Develop truly open and meaningful channels of communication.
 Provide an environment that is, supportive and caring, where all feel valued and
to which all can make a contribution.
 Acknowledge and actively promote others’ abilities, whatever these may be.
 Acknowledge the value and contribution of culture to, and within, our
community.
 Forge strong ties between school, family and the community.
 Offer and participate in a liberating curriculum devoid of gender bias or racial
stereotypes.
 Develop inclusive and empowering organisational structures, which enable us to
respond to the needs of all in our community.
Consequences exist to protect the rights and responsibilities of each person within the
school community and to encourage the development of personal accountability. The
consequences will respect the dignity of all and promote discussion, reconciliation and
forgiveness.
RIGHTS AND RESPONSIBILITIES
As the College Vision Statement implies, the College philosophy is based on caring,
cooperation and consideration. A student’s presence in the College signifies his/her
acceptance of these responsibilities.
- 45 -
Student Rights
Students have the right to:
 Learn in an environment that is orderly, peaceful, safe, non-threatening and
conducive to learning.
 Have a caring, well-prepared teacher who instructs effectively and who
addresses inappropriate behaviour in the classroom.
 Be informed of school rules and expectations, and resultant consequences
when rules are broken.
 Redeem behaviour.
 Tell their side of the story and trust teachers to treat information shared with
respect.
Students are responsible for observing the rights of others in the College community.
STUDENT DRIVERS

Legally, the College is not responsible for students whose parents/guardians
allow them to drive to school or to be passengers in cars driven by other
students. Any insurance against accident or injury depends on the vehicle
insurance and is determined by Common Law.

The College policy regarding vehicles driven to school by students is that
there is no facility for students to park on the College grounds.
STUDENT PROTECTION
The Catholic Education Archdiocese of Brisbane is strongly committed to student
protection education and student protection processes. Personal safety education takes
place within the context of a Catholic school community where the individual student is
valued as a child of God. It is also acknowledged that parents/guardians are ideally
placed to teach children and adolescents personal safety skills to enable them to cope in
awkward or unsafe situations. In order for students to thrive there is a need for safe and
secure learning environments.
Brisbane Catholic Education (BCE) makes every effort to ensure that Student
Protection legislative requirements are adhered to. This includes meeting the
accreditation requirements of the Non-State School Accreditation Board, which has
approved the Student Protection processes to be used in schools. All staff members are
informed of their responsibilities and what it is they are required to report.
However, student protection moves beyond compliance with regulations to prevention
and to being proactive by creating a culture where communities have the commitment
and knowledge to identify risks of harm and respond appropriately. Students have the
right to expect that the school will always act to protect them from any kind of harm.
Brisbane Catholic Education schools are committed to being safe and nurturing
communities that live and share the Gospel message to support the holistic development
of young people. Visit the Brisbane Catholic Education website, select Students and
Parents and then Student Protection from the drop down menu for BCE student
protection information for families.
- 46 -
Student Awareness
Students are regularly reminded that they have the right to feel safe all the time, that
nothing is so awful that they can’t talk about it with someone, of the importance of
having a personal network of trusted adults, of the importance of persistence when it
comes to reporting, of the content of the BCE student protection posters displayed
throughout the College, that the three Student Protection Contacts (SPCs) at St Teresa’s
Catholic College are the Principal and the Guidance Counsellors, they can go to a SPC
with any concern, and that staff have a duty of care and are required to take steps to
ensure their safety.
Staff Member Reporting Responsibilities
School personnel who have reasonable grounds to suspect that harm has been caused to
a student, or that a student is at risk of harm, must report this to the Principal or a
Guidance Counsellor, and keep appropriate records. Harm is any detrimental effect of a
significant nature on the student’s physical, psychological or emotional wellbeing. The
harm may be as a result of harm to a student by a staff member or volunteer of the
school, harm to a student by someone outside the school, harm by other students or
self-harm. All young people have the right to be protected from harm.
St Teresa’s Catholic College Student Protection Contacts (SPCs) are
Br Paul Creevey (Principal)
Sue Kraljevic (Guidance Counsellor)
Sally Lock (Guidance Counsellor)
SUBJECT CHOICE
___
In addition to studying core subjects at each year level, students in Year 9, 10, 11 and
12, in consultation with their parents/guardians, are required to select subjects from a
list of electives. Subject Selection forms are generally issued during Term 3 each year
in association with the Curriculum Handbook. Parents/guardians and students are
encouraged to discuss the options available and promptly return the signed form to the
College. Assistance with electives/subjects may be sought from staff.
SUN PROTECTION
___
Whenever students are not in class, they must wear the approved College hat which
protects the face, neck and ears and are advised to apply a SPF50+ broad spectrum sun
cream for skin protection which is available at Student Reception. Students are also
encouraged to wear a T-shirt/rash shirt or other protective clothing when involved in
water activities.
Monday – Friday
SUPERVISION
7.50am – 2.20pm
Teachers commence supervision in the College grounds at 7.50am.
Parents/guardians are requested not to deliver their children to school prior to this time,
as they are not officially supervised.
- 47 -
Teachers are rostered on playground duty throughout the day. To ensure the safety and
security of students and their equipment, students are required to stay in the school
boundaries during school hours. The following areas are out of bounds: A Block during
breaks, L Block (near carpark), carparks, bush areas, bike racks and the College shed.
Students are dismissed at 2.20pm and can be collected from outside the Administration
Centre. Buses leave the College shortly after that time.
General supervision ceases at 2.20pm. The College takes no further official
responsibility for the care of students after that time, unless a meeting or practice is
being held, students are attending the Champagnat Learning Centre, or students are
waiting for buses to arrive on Sea Eagle Drive. It is important that students are collected
at the close of after school activities from outside the Administration Centre.
TELEPHONE
Telephone access for students is limited to phone calls of an urgent nature. The cost of
these calls is 50 cents.
TRAVEL
While travelling to and from school, students are ambassadors for their school and are
expected to behave accordingly.
 Bikes must be ridden carefully and considerately, bearing in mind the laws of
the State. Doubling is against such laws. Approved helmets must be worn.
 Designated crossings must be used when crossing roads and students are
expected to comply with Crossing Supervisor’s directions.
Car Travel
It is important that drivers obey the speed limit on and approaching the school grounds.
 Set down areas are available to allow students to alight and/or be collected.
Please do not leave your vehicle unattended in these areas or stop in the middle
of the road, as this obstructs traffic flow.
 Parking areas are designated as individual bays. Please refrain from parking
elsewhere.
 Parking outside the Administration Centre is available for parents/guardians and
visitors to the College.
 Disability Parking Spaces at STCC are only to be used by parents/guardians
who may have to exit a vehicle to assist their child with a disability. These
designated car parks on private property are not temporary drop off/pick up
zones for people who have a Department of Transport Disability permit. We
request that our school community respects the rules, as well as the students
with a disability who require access to these clearly designated car parks.
UNIFORM
GUIDING PRINCIPLES
The development of gifts and talents, whether they be physical, intellectual, spiritual,
cultural or social is an important task of a school. A uniform is a means of enabling all
students to stand out and be different, not in the way they look but by how they use
their gifts and talents.
- 48 -
It is an expectation of the College, that all students be in complete uniform and present
themselves in a clean, tidy and well-groomed manner. This expectation extends beyond
the school grounds, as the image of St Teresa’s Catholic College in our community is
influenced by students wearing the correct uniform.
Jewellery
Wrist watches, SOS accessories, plain gold or silver ear studs or sleepers (one in each
lower ear lobe only) may be worn. No other facial piercings are acceptable, including
any covering of piercings e.g., Bandaids, or clear plastic studs. Recognised discreet
simple Christian religious symbols on a plain silver or gold chain may be worn but are
not to be obvious. Other items of jewellery are not permitted. No visible body piercing
or tattooing is acceptable. Students must not wear jewellery in activities where they
could cause a risk to themselves or other pupils e.g., sport, manual arts.
No responsibility is taken by the school for the loss of jewellery.
Cosmetics
Make-up and nail polish are not part of the College uniform. Coloured nail polish is not
permitted, and any make-up worn by students should not be obvious.
Footwear
Formal – College formal shoes must be black, leather, laceup, polishable, SCHOOL
SHOES. These shoes are NOT to be flat soled, but should have a clearly defined sole
and heel resembling a traditional school shoe. If in doubt, please refer to the St Teresa’s
website. No runners, desert boots, suede, ballet type shoes, high tongues, platforms,
high rollers, skate shoes, buckle styles, deck shoes, converse, Vans or ANY OTHER
fashion canvas shoes.
Sports – The College would prefer the sports shoes to be predominantly white or black,
but understand that sports shoes can be expensive and sometimes difficult to find a
good fit. The College insists on proper SPORTS SHOES which will provide adequate
support and movement for physical activity. No runners, desert boots, suede, ballet type
shoes, high tongues, platforms, high rollers, skate shoes, buckle styles, deck shoes,
converse, Vans or ANY OTHER fashion canvas shoes.
Hair
Hair must be kept neat, clean and tidy, away from the face and when hair touches the
collar, tied back with the appropriate hair ribbon (black, sage, rust or white only).
Approved hair ties are available from the Uniform Shop. Hair grooming, styling and
colouring must be appropriate to a school setting. No extremes will be accepted
including dreadlocks, bright hair dyes (hair colouring must be natural) or shaved heads
under a No. 3 haircut. Boys are expected to be clean shaven.
Hats
All students are required to wear the official, gender specific, College approved hat,
both to and from school, and at all times when not inside the school buildings. An
approved College cap may be worn when engaged in physical activity associated with
HPE classes, the College Personal and Social Development Education (PSDE)
program, College sporting events such as athletics and swimming carnivals, and when
playing on the ovals or courts during the various breaks. Students not wearing the
appropriate hat at the specified times, will be removed from the yard and will incur
consequences in accordance with the College Behaviour Management policy.
- 49 -
Belts
Black College belts are compulsory to ensure shorts and long trousers are worn at an
acceptable height.
School Bag
Students are to use the official St Teresa’s School Bag. There are no exceptions to this
rule; except with the express permission of the College Principal.
Sports Uniform
All students will be required to wear the regulation sports uniform to all Sport and
Physical Education classes and on sports activity days.
Procedures
Students out of uniform must provide a note from a parent/guardian to their Pastoral
Care Teacher explaining the reason and indicating the day when they will be in full
uniform. Teachers will sign notes only if a legitimate reason is given for being out of
uniform.
Uniform items are only available from the College Uniform Shop which is open on:
Tuesday and Wednesday 7.30am – 3.00pm
Thursday 7.30am – 11.30am
Free Dress Guidelines:

Appropriate clothes

Sleeved shirts

Enclosed shoes ie. No thongs

Appropriate length skirts, pants or shorts

No mid-riff or crop tops

No offensive slang or writing on shirts, bags or pants

A broad-brimmed hat for outside activities

Normal school rules regarding jewellery, hair and make-up apply.
- 50 -
UNIFORM TABLE
BOYS
- College Formal Sage Green Shorts
Years
7-9
- College Belt
FORMAL
- College Formal Stripe Shirt - Top button open and shirt out
- College Ankle Socks - Black with sage green stripe
- Black Leather Polishable Laceup Shoes - *See Footwear Note
- College Noone Jumper - Rust
- Regulation College Backpack
- College Formal Hat - Braided hat with school band
BOYS
- College Formal Sage Green Shorts
Years
10-12
- College Belt
FORMAL
- College Formal Stripe Shirt - Tucked in, top button done up
- College Senior Tie
- College Knee Length Socks - Black with sage green stripe
- College Formal Hat - Braided hat with school band
BOYS
- College Sports Polo Shirt
Sports
- College Black Sports Shorts
Uniform
- Acceptable Sports footwear * See Footwear Note
- College Sports Bag - To be used for Sports Items Only
- College Baseball Cap - Black with school crest
- College Sports Jacket
- 51 -
GIRLS
Years
7-9
- College Formal Dress
FORMAL
- Full Length Flesh Coloured Opaque Tights - NO KNEE HIGHS
- College Ankle Socks - White with rust stripe
- College Formal Hat - Braided with school band
- College Scarf
GIRLS
Years
10-12
- College Formal Sage Green Skirt
FORMAL
- College Senior Tie
- College Formal Stripe Blouse
- College Ankle Socks - White with rust stripe
- Full Length Black Opaque Tights - NO KNEE HIGHS
- College Formal Hat - Braided with school band
- College Scarf
GIRLS
- College Ladies Sports Polo
Sports
- College Black Sports Skorts - NOT SHORTS
Uniform
- Acceptable Sports footwear * See Footwear Note
- College Sports Bag - To be used for Sports Items Only
- College Baseball Cap - Black with school crest
- College Sports Jacket
- College Scarf
- 52 -
*
FOOTWEAR NOTE
FORMAL
College Formal Shoes must be, Plain black, leather, laceup, polishable, SCHOOL
SHOES.
These shoes are NOT to be flat soled, but should have a clearly defined sole and heel
resembling a traditional school shoe.
If in doubt, please refer to the St Teresa's College Website.
No runners, desert boots, suede, ballet type shoes, high tongues, platforms, high rollers,
skate shoes, buckle styles, deck shoes, converse, Dunlop Volleys, Vans OR ANY
OTHER fashion canvas shoes.
SPORTS
We would prefer the sports shoes to be predominantly white or black. But understand
that sports shoes can be expensive and sometimes difficult to find a good fit. Therefore
that is only a guideline. What we do insist upon is proper pair of SPORTS SHOES,
which will provide adequate support and movement for physical activity. No desert
boots, suede, ballet type shoes, high tongues, platforms, high rollers, skate shoes, buckle
styles, deck shoes, converse, Dunlop Volleys, Van or ANY Other fashion canvas shoes.
VISITORS
For security reasons, visitors to the College are required to report to the office to be
signed in and obtain a Visitor Identification Badge. Please return this badge to the
office at the conclusion of the visit.
This Handbook was correct at the time of printing. Its contents are subject to change
- 53 -
NOTES
NOTES

St Teresa`s Catholic College Noosaville

Transcription

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