Year 7 & 8 Guide Booklet 2015

CONTENTS
Message from the Principal
3
What‟s different about High School
4
Our Statement of Purpose
5
Staff and Term Dates
6
Daily Routine
7
Tips for Students
7
Tips for Parents
8
Succeeding at High School
9
General Information
10
People who can help you
12
Behaviour Expectation
14
Student Organiser and School Policy
17
Learning Areas and Subject Descriptions
18
Special Education
25
Workplace Health and Safety
26
2
Message from the Principal
Mareeba High has a proven history for being a good all round
performer. We are proud of our academic standards, contemporary
curriculum, cultural richness, professional teaching, innovative practices,
sporting champions and creative brilliance, all within a disciplined and
caring environment.
Mareeba State High School is a modern secondary high school located
in a picturesque, safe, rural setting. The ideal size of the school of 800
students provides for a more personal and individual approach for all
students whilst maintaining the full range of curriculum offerings.
The school focuses on students having high personal expectations and continues to
experience wonderful academic results for our graduating senior students. Seventy-four
percent (74%) of our OP eligible students received an OP Score between 1 and 15, with eight
of these gaining an OP Score of one over the last 5 years. Ninety-five percent (95%) of our
students wishing to continue onto University Education were successful in receiving their
preferred choice in 2013. Also in 2013 eight-three percent (83%) of our graduating seniors
also were successful in gaining a VET qualification meaning they are also work ready.
Mareeba State High School promotes School Based Apprenticeships and Traineeships as a
pathway into the various trades. We currently have 65 students signed up into a School
Based Apprenticeship/Traineeship helping to ensure the career of their choice. This has been
achieved by developing strong industry links through a range of vocational subjects offered at
Mareeba High and the business community.
Other examples of our innovative practices are the successful Gifted and Talented Program,
Instrumental Music Program, Performing Arts Excellence Program, Rugby League
Engagement Program and Literacy and Numeracy Programs. Ability grouping in core classes
in all year levels reinforce our academic focus.
Students at Mareeba State High are taught by a very professional staff operating to an agreed
set of understandings about teaching and learning and undertake regular professional
development of teacher learning to maintain a cutting edge in education.
We are very proud of our school and we are sure that Mareeba State High School will provide
the desired educational program you seek.
Welcome to the Mareeba State High School family.
Jo Soothill
Principal
Jasper Street Mareeba  PO Box 1079 Mareeba QLD 4880Telephone 07 4086 2777  Fax 07 4092 3915  E-mail
the.principal@mareebashs.eq.edu.au  Web ttp://mareebashs.eq.edu.au
3
Dear Student, Parents and Carers
This booklet has been prepared to introduce you and your parents
to aspects of life at Mareeba State High School.
We hope that it will help you to understand more about the High
School - both academically and socially - and help you to settle in
quickly and happily.
Mareeba State High is your school. Everything in the school is planned, provided and organized for
you. We want you to have every opportunity to benefit from the many excellent experiences available
to you at this school.
Our school is a school of which we can all be proud. Past teachers and students and those who are
here now have worked hard to establish high standards and high ideals. We hope that you will support
your school with loyalty and enthusiasm and help us to continue in our pursuit of excellence.
Welcome to Mareeba High School
Jo Soothill
Principal
What's Different About High School?
At present, entering high school may seem a very big step - but really it isn't. Entering high school
represents another step in your education - a process which goes on throughout your life.
No doubt, you have heard rumours about high school. Friends, relatives and neighbours may have told
you many stories. You may now be finding it difficult to tell fact from fiction. HERE ARE SOME
FACTS:
*
You will be treated as a young adult with ideas and beliefs of your own.
*
YOU are responsible for your own actions and conduct.
*
You will be expected to make your own decisions.
*
You are expected to be in the right place at the right time with the right materials.
*
You will be treated in a personal, friendly way and you will be expected to be courteous and
friendly in return.
*
You will be attending different classes, in different rooms with a variety of teachers.
*
You will be encouraged to discover your talents, develop them and perform them to the highest
level possible.
*
You will be guided, with help from many people, into your future career.
4
Mareeba State High School values
“Building a better future together”
Vision
1.
2.
3.
4.
Community
At Mareeba SHS we recognise and promote
achievement by all students.
At Mareeba SHS we value accountable and
consultative decision-making processes by
parents, staff and students.
Mareeba SHS values an environment which
fosters the skills that enhance life long learning for
active community participation.
Mareeba SHS values staff who have an active
involvement and visible presence both within the
school and the community.
1.
2.
3.
4.
Mareeba SHS is committed to constructive
communication between staff, parents,
administration, students and the wider community.
Mareeba SHS has a clear vision which is promoted in
and supported by the wider community.
Mareeba SHS believes in the development of
community values through academic, social, cultural
and sporting opportunities.
Mareeba SHS is committed to community
partnerships and active involvement within the
community.
Outcomes
1.
2.
3.
4.
The Mareeba SHS community values the broad aspects
of school life, which contribute to students becoming
active citizens and life long learners.
At Mareeba SHS opportunities are provided to achieve
and celebrate success.
The staff and students of Mareeba SHS reflect the
current ideals and the practices of Education
Queensland.
At Mareeba SHS our school community embraces its rich
diversity of personal identity, spirituality and cultural
backgrounds.
Teaching and Learning
1.
2.
3.
4.
5.
Design
At Mareeba SHS we are committed to a supportive
school environment that provides opportunities for
all students to work towards their full potential.
At Mareeba SHS we promote and encourage
excellence in teaching and learning by
recognising and sharing successful practices.
At Mareeba SHS teachers and students value basic
literacy and numeracy skills as a foundation for
development across the curriculum.
At Mareeba SHS we are committed to the
integration of information and communication
technologies in all subject areas.
Mareeba SHS values professional development
which will help teachers better meet the needs of
our student population.
1.
2.
3.
4.
5
Mareeba SHS effectively generates and manages
resources to provide an aesthetically pleasing and
productive learning environment.
Mareeba SHS is committed to behaviour
management practices that develop a safe,
responsible community.
Mareeba SHS values a flexible curriculum structure
catering for the needs of all.
Mareeba SHS’s use of time, space and
technologies is reflective of the school vision and
responsive to staff and student development
needs.
Your School's Administrators
Principal
Deputy Principal
Deputy Principal
Business Services Manager
Ms J. Soothill
Mrs T Seidenkranz
Mr P Charles
Mrs P Evans
Heads of Department
English and Social Science
Mathematics
Science
Visual and Performing Arts
HPE/Home Economics
Technology
Senior Schooling
Junior Schooling
Special Education
Student Behaviour
Mr D. Jones
Mr T. McClelland
Ms M Lindsay
Ms K. Lambert
Mr C Stewart
Mr K Johnson
Ms J Walker
Mr C. Keating
Ms M Sturgiss
Mr K Seidenkranz
and Ms M Riber
Support Services
Guidance Officer
Teacher Librarian
Gifted and Talented Co-ordinator
Community Education Counsellor
Text Hire and Resources
School Nurse
Youth Support Worker
First Aide
Ms H Bensted
Mrs L Daly
Ms C Ellacott
Ms G Archer
Mrs L Gibb
Mrs C Gray
Ms S Weinholz
Mrs M Ellis and Mrs M Pell
th
OPENING DAY: School re-opens on Tuesday 27 January 2015 for Years 7,8 and 12 only.
Students will be called to a parade at 8.50 am.
Term Dates 2015
Term
Dates
Length
Term 1
Tuesday 27 January – Thursday 2 April
10 weeks
Term 2
Monday 20 April – Friday 26 June
10 weeks
Term 3
Monday 13 July – Friday 18 September
10 weeks
Term 4
Tuesday 6 October – Friday 11 December
10 weeks
About this Information Booklet
This booklet outlines many of the opportunities available at Mareeba State High School. We hope it will
help you and your parents choose the educational program that is best suited to you. Choosing a school
is a very crucial decision and we hope that the information provided helps you in your deliberations.
All general information is outlined in the Enrolment Information Booklet; contained in this package.
We cannot outline all the positive learning experiences we provide in this booklet. Should you require
more information please telephone the school on 4086 2777. Further information about Mareeba State
High School and its policies can be found at www.mareebashs.eq.edu.au
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School Daily Routine
Time
8.40am
Activity
Warning Bell
8.50 – 9.00am
Parade / CARE
Class
Period 1
Period 2
Recess 1A
Recess 1B
Warning Bell
Period 3
Period 4
Recess Two
Warning Bell
Period 5
9.00 – 10.00am
10.00 – 10.55am
10.55 – 11.15am
11.15 – 11.45am
11.40am
11.45 – 12.40pm
12.40 – 1.35pm
1.35 – 2.05pm
2.00pm
2.05 – 3.00pm
Notes
Students move to Parade at Hall or Classroom for
CARE.
(10 minutes)
Roll marking in class.
Roll marking in class.
Lunch in eating area
Tuckshop Open
Roll marking in class.
Roll marking in class
Whole School (30 minutes) Tuckshop Open
Roll marking in class.
PARADE for the whole school is held every Tuesday at 8.50 in the Hall.
YEAR PARADES are held once per week for each year level.
CARE CLASSES are held every other day and are of 10 minutes duration in which rolls are marked and
notices read. They occur before Lesson 1 from 8:50 – 9:00am.
Your Care Teacher will keep watch over your general well-being and is your first point of contact for any
issues. Your Care Teacher will check your records of progress, supervise your uniform, good manners
and conduct, watch your attendance and punctuality. If your Care Teacher thinks it necessary in your
interests, your parents will be contacted.
Useful Tips for Students
Starting high school can be a big deal but here are some tips that will help you as you move
from primary to secondary school.
What can I do while I’m still in Year 6 or 7?

Talk about high school with your friends and other Year 6 or 7 students
They may be feeling the same as you and chances are someone in your school will be going to the
same high school as you.

See if you can talk to someone who is already in Year 8 at high school
Anybody‟s big brother or sister will do. Who knows, they might actually know something you don‟t!

Talk things over with the people who care for you most
Ask a few questions about the school you will be going to, like what types of subjects you can take,
sports you can play and other activities you can be involved in.

Try to check out your new school before hand
It will pay to know where Year 7 and 8 parade is held, what the classrooms look like and where the
tuckshop and toilets are located. Attend transition days offered by the high school.
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What should I do when I start Year 7 or 8?

Don’t panic!
Write things down as they come to mind and talk to your parents, friends or teachers about your
concerns. Check out your school organiser – it is full of useful stuff.

Stick to a routine
This will help you get everything done that you need to get done in a day, especially homework
and assignments, and still leave you with time to spare. Your school organiser will help you
organise your week.

Try to relax
Going to high school is a learning experience. You are not supposed to know everything before
you get there. It is okay to have questions. Talk through any problems with your teachers or year
co-ordinator. These people want you to succeed, but they aren‟t mind readers. If there is
something you are concerned about, let them know.

Get into things
Sport, music, drama, competitions, public speaking – there will be plenty to do before and after
school as well as on the weekend – and a whole group of new friends to meet.
Find out about your student council and read your school newsletter to keep in touch and stay
informed.

Enjoy yourself
Look at the positives of being at high school – new school, new teachers, and more choice in what
you study.
Useful Tips for Parents
Starting high school is a big deal for students. It can be a trying time as they learn the ropes and get
accustomed to the high school environment.
These tips can help you help your child make that move into high school as smooth as possible.
What can I do while my child is still in Year 7?

Do some homework
Find out information about the high school your child will attend, such as subjects offered and sports
played that meet your child‟s needs and interests. You may also need to give some thought to travel
arrangements and care before and after school.
Also take some time to learn about the physical, mental, and emotional changes that all adolescents
go through as this can effect how your child will handle the move to high school.
 Build relationships
Many high schools have orientation programs to help with the transition process. Attending an
orientation evening at the school will give you a valuable opportunity to meet with teachers and
administrators, as well as check out school facilities and get an idea of the school layout.
 Increase your child’s self-reliance
So much more is expected of students at high school. By gradually increasing their level of
responsibility at home, and communicating your expectations to them, you can help them develop selfreliance and coping skills that will kick-in during those critical first few weeks of Year 7 o 8. Remind
them about the transitions they have already gone through and the strategies that helped them in the
past. Encourage them to talk to their friends about the changes ahead.

Provide encouragement.
Some adolescents will surprise you with their resourcefulness and strength during stressful times.
Others benefit from having someone there to give a cheer or a smile from the sideline.
Encourage your child to develop strong links with social, sporting or community-based groups – this
will boost their chances of succeeding in other areas of life.
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What should I do once my child starts Year 7 or 8?

Get involved
Soon after school starts you will be invited to your first parent-teacher meeting. This will be an
important opportunity to discuss your child‟s progress and talk about any concerns you or your child‟s
teachers might have.

Help establish and maintain routine
This is an ongoing process that starts from day one at high school. It is especially important to
establish and maintain a regular homework routine as more after school study is expected of high
school students.

Listen
Provide your child with opportunities to express their feelings about school, sports, drama, friendships
or any other topic, and take a genuine interest in what they say.

Play your part
Parents and guardians play an important role in the life of a school. As well as being your child‟s
biggest fan and supporter, you can play a part in the quality of schooling your child enjoys:




Join the parents and citizens association;
Put your hand up for school activities like sporting events, trips and camps;
Volunteer at the canteen or in the classroom;
Offer to pass on your vocational or other skills to students.
How To Succeed At High School
Study Habits
 It is important that you start good study habits right from the beginning of high school. If you do this,
you will
find the work you do at high school much easier and more enjoyable. It will stand you in good stead
right throughout your high school career.
 Make sure you use the school‟s Student Organiser to keep track of what each subject requires each
night. A school organiser is given to all students at the beginning of the school year.
 Work out a study programme and stick to it!
 Work out a personal timetable for homework that suits your lifestyle and family.
 Spend at least 10 minutes a night on each of the subjects you have had that day
and spend no more than one and a half hours a night altogether.
 In your study programme there should be time for set homework assignments,
revision of the day‟s work and regular revision of past work.
Study Effectively
 Realise that study will produce results.
 Find a place to study that has good ventilation, good lighting, no distractions. Make this your study
corner.
 Do active revision (scan the work – ask yourself questions – look for the answers – record notes –
revise notes).
 Do active memorising (say the work several times until you know it – discuss the work with a mate –
test yourself by writing down what you‟ve learnt – retest it till you know it).
 Construct summaries of textbook work to learn.
 Learn vocabulary and spelling.
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Academic Performance
Student levels of achievement are monitored within the Senior and
Junior School. Mandatory completion of all assessment tasks is a
high priority at Mareeba State High School and every opportunity
is given to all students to succeed.
Assessment
Mareeba State High School‟s assessment policy requires all students to submit all pieces of assessment.
Exceptions to this rule are only possible through detailed consultation with relevant Head of Department.
At the beginning of each semester, every student is given an „Assessment Calendar‟ which outlines all
tasks, the date given and draft and final dates of submission.
Strict guidelines published by the school govern this process. Failure to complete assessment work will
result in consequences.
General Information
OFFICE HOURS:
8.00 a.m. - 4.00 p.m. Monday, Wednesday, Thursday & Friday
8.00 am – 3.15 pm Tuesday
SCHOOL PHONE NUMBER:
4086 2777
SCHOOL EMAIL:
info@mareebashs.eq.edu.au
A school calendar with important term dates will be mailed out to you in the first few weeks of school.
Student Illness and Accidents: If a student claims to be ill in class, the teacher will send the student to
Student Services immediately, accompanied, if necessary, by another student. The staff will place the
student in the sick room and if necessary contact the ambulance and contact the parents.
If an accident occurs to a student anywhere in the school or while on a school excursion or at sport
outside it is school policy to call the ambulance to treat the student if necessary, but this decision will be
made by First Aide Staff.
Students who are required to take medical drugs while at school must leave them in Student Services
during the day. The student is to go to Student Services at the appropriate times and the tablets/medicine
will be dispensed by the staff. A record of the student‟s name, form of table/medicine, nature of illness is
kept by staff in a special Medical Register.
Conveyance Allowance: This is paid to parents who must convey students 4.8 kilometres or more to
school, or 3.2 kilometres or more to the nearest school bus service. Parents must apply for this allowance.
Parents’ & Citizens' Association: All parents and friends are urged to assist in promoting the welfare of
the school by becoming active members of the Parents' and Citizens' Association. Meetings are held in
the school library at 5.30 p.m. on the second Tuesday of each month.
School Tuckshop: The school tuckshop is staffed by permanent staff and volunteers and operates each
day of the week. Parents of new students are asked to make themselves available for the tuckshop roster
if it is at all possible. This assistance would be very much appreciated. All profits from the Canteen
accrue to the funds of the Parents‟ and Citizens‟ Association.
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Property: All school property should be treated with respect and care. It is the role of every student to
keep the school grounds clean and tidy. Chewing gum, the use of correcting fluid and aerosol cans are
not allowed in the school. Students should not bring valuable articles to school e.g. cameras, MP3‟s,
mobile phones, as no responsibility will be accepted for loss or damage. LABEL ALL BELONGINGS
INCLUDING CLOTHING.
Lost Property : Students should check regularly at Student Services to determine if the lost item has
been located.
Homework: Homework is an essential part of school work. A student organiser is provided and home
tasks should be recorded daily and need to be undertaken conscientiously. Years 7 and 8 students
should be completing at least 15 minutes per subject.
Collection/Payment of Money: Student Services is responsible for collection of all monies. The books
are examined by the school auditors and are a legal document. It is essential that parents ensure that all
Student Resource Scheme charges are paid as early in the year as possible, so that materials can be
bought and paid for. Office staff will issue a receipt for all monies collected, this includes excursions, hire
charges, etc. For further details see the Office Staff.
Payment of Money: If a student is required to pay for something at school he/she takes the money to
Student Services. A receipt will be issued and name and amount recorded.
Hygiene: Students are expected to observe all rules for personal hygiene and good grooming.
Late Arrival of Students: Students who arrive at school after the commencement of school must first
report to student services to have the Roll adjusted. If student is going to be late the parent/guardian must
phone the office or send in a note. A late note must be taken by the student for admission to class.
Repeated lateness of this nature will result in consequences for the students.
I.D. Photos: Students will have photographs taken and ID cards issued. If a student should lose or
misplace his/her card they will have to pay $5 for replacement.
School Fees: Parents have the option of joining our Student Resource Scheme. This provides for the
hire of all textbooks and resources needed for all year levels. Full details of membership are available
upon enrolment.
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People Who Can Help You
CARE TEACHER: The Care Teacher will help you if you are upset or in trouble. He/she is one of the people
at a school who will be supportive of your needs. If you have any problems, go to your Care Teacher first.
LEARNING SUPPORT SERVICES: Mareeba State High School provides Learning Support Services for
students experiencing difficulty accessing the curriculum.
Support options are tailored to meet their individual needs, varying from alternative teaching and assessment
strategies and in-class support. Students are encouraged to initiate requests for support from the Learning
Support Staff. All support personnel welcome parent contact and encourage you to meet with them to discuss
any concerns you may have. Please phone Ms Michelle Sturgiss on 4086 2777 for further information.
GUIDANCE OFFICER: The school‟s Guidance Officer, Mrs Hazel Bensted can assist with:
 Physical Health – health problems eg drugs and referrals
 Social Health – friendships/being bullied, communicating with teachers, parents and students, peer
pressure, solving clashes, careers and educational issues.
 Emotional Health – coping, adjusting to change, new students, student experiencing behavioural
difficulties, grief and crisis counselling, home problems, subject difficulties, relationship problems, bullying,
fighting, aggressive behaviours, self-esteem building through problem solving and decision making,
referrals for many of these.
 Spiritual Health – focussing on purpose: fullness in beliefs, achievement.
HOW?
 Advocating/talking on students behalf to teachers, parents, other students.
 Empowering students with skills to cope/problem solving.
 Providing a wider knowledge base on issues.
 Refer to other agencies for in-depth, confidential work.
 Counselling individuals and groups.
 Team work with Behaviour Centre, U/18 Mental Health, Family Services, Alcohol and
Agencies, Rape Crisis etc.
 Career Education and Guidance.
Drug
YEAR CO-ORDINATOR: Each year level has a Year Co-ordinator who assists with looking after students at
Mareeba High School. You will meet with your Year Co-ordinator once a week at your Year Level Parades.
Find out who your Year Co-ordinator is and where you can find him / her if you need to talk to him / her. They
are interested in supporting you to succeed.
COMMUNITY EDUCATION COUNSELLOR: As part of student support services, Mareeba State High School
has a full-time Community Education Counsellor (CEC). The CEC, Ms Geneveive Archer, supports the
Aboriginal and Torres Strait Islander students within the school, parents/guardians and the wider community,
as well as giving support to the rest of the staff. Home visits are done as much as possible but, if
parents/guardians do have any concerns and cannot get to the school for whatever reason, a home visit can be
arranged. The CEC is also only a phone call away, and can be contacted through the school.
Students are encouraged as much as possible to visit and talk with the CEC if they have any problems of
concern.
The CEC is located in Student Services and is available to talk to any parents/guardians or community
members five days per week and is generally available from 8.00 am until 4.00 pm.
SCHOOL CHAPLAIN: The School Chaplain can attend to any spiritual needs of our children and is also
available for prayer meetings and counselling. School Chaplain is located in Student Services.
HEADS OF DEPARTMENT: These teachers are responsible for the different subjects taught in the school. If
you have a particular concern about one of the subjects you study they will be able to help you with your
enquiry.
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ADMINISTRATION: The Principal and the two
Deputy Principals are responsible for the day-to-day
organisation of the school and for co-ordinating all
activities and policies required to run a school the
size of Mareeba State High School. They are also
able to help you with your enquiries or concerns.
SCHOOL-BASED YOUTH HEALTH NURSE: The School-Based Youth Health Nurse, Nr Chris Gray, works
with students, their families and school staff to promote healthier school communities. The SBYHN works with
students, staff and parents to:

Address issues about health and well- being.

Creates a supportive, healthy school environment.

Connects people to other support services inside and outside the school.
The Mareeba SBYHN can provide information, support or referral on any of the following:

Health and well-being

Relationships

Personal and family problems

Smoking, alcohol or drug use

Sexual health

Healthy skin

Feeling unhappy or stressed

Puberty, growing up

Healthy eating, exercise, weight and eating problems
For further information about the SBYHN program, or to contact the SBYHN for support or information, please
contact the school.
SCHOOL-BASED POLICE OFFICER: The School Based Police Officer, works with students and staff in a
proactive manner to encourage positive behaviours.
INTER-YEAR LEADERS: Inter-year Leaders are Year 12 students who work with and help year 7 and 8
students. They become the Year 8 „buddies‟. Year 8 students can ask the Inter-year Leaders for assistance for
all things from school work to friendship problems. Inter-year Leaders wear a badge that clearly identifies them
and year 7 and 8 students meet the Inter-year students on transition days.
TEACHER-LIBRARIAN: The Teacher Librarian is Mrs Daly and the Library is open from 8.00 in the morning
and throughout the day. The Library will be an important part of your school life at Mareeba High. You will
often have library lessons for your different subjects. Early in the year, there will be library orientation lessons
during which you will become familiar with various aspects of research and how to access various resources
for leisure reading.
So come in and look around. You are welcome to borrow books from the first day. If you need assistance
with choosing something to read or with research we're happy to help.
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MAREEBA STATE HIGH SCHOOL’S STUDENT BEHAVIOUR EXPECTATION MATRIX
All Settings
We are Respectful
We are Organised
We are Learners
We are Safe
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Classrooms

Show pride in our school and
represent it positively


Help others
Use a respectful voice and
manner
Wait our turn to speak
Respect others rights to learn and
teach


School
Grounds
Look, listen and follow staff
instructions
Use appropriate language
Accept difference and show
tolerance
Be honest and take responsibility
for our own actions
Show courtesy and consideration
for others, their property and the
school environment

Bring required equipment.
Be on time
Be in the right place at the right
time
Wear uniform correctly
new things

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Line up quietly outside the
classroom
Arrive prepared
Complete set tasks to the best of
Complete all required tasks
Keep an open mind and a positive
attitude
Ask for help if unsure
Give our best effort
Model positive behaviours to
allow others to learn
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Care about our own learning
Stay on task
Do our personal best

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Strive to achieve our best in all
class work, homework and
assessment
Learn and are engaged
our ability and on time

Participate in all activities and try
Attend all lessons

Look out for others and seek help
Keep our hands and feet to ourselves
Use equipment for intended purpose
Keep valuables in a safe place
Look after property and our environment
Show self-control
Follow the safety rules of activities
Show sensitivity to the needs and
feelings of others
Sit, stand and move in a calm orderly
manner.

Treat all equipment with care as
demonstrated

Be considerate of others

Stay in approved areas

Participate in organised activities

Follow safe practices

Show good sportsmanship
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Keep areas clean

Enjoy a relaxing and safe break

Report hazards to staff

Look out for others

Stay alert to unauthorised visitors

Use breaks to assist in learning


Respect others belongings
Keep to the left of the walkways and
stairs

Care for the environment


Be courteous towards staff and

Place litter in the bin

Maintain personal boundaries
students

Monitor and maintain noise levels

Queue in a safe manner
Respect the outdoor eating

Have orders and payment ready
Learn road rules and public

Encourage others to act in a caring way
transport rules

Apply road rules around vehicles
Learn and apply student driver

Board the bus in an orderly fashion
policy

Go directly into the school grounds on
and inform teaching staff
e.g. library, tutorial
Move purposefully between
classes
Tuckshop &
Eating Areas


Make healthy choices
environments
Before & After
School

Respect personal space

Keep area tidy


Speak politely

Travel to and from school directly

Treat all property respectfully

arrival
14
Behaviour & Consequences
MINOR
Level 1
POSITIVE
Level 0
Student Behaviour
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Attending every day
On time
On task & giving your best effort
Following staff directions
Using appropriate language
Being honest and taking responsibility
Showing courtesy & consideration
Be in the right place at the right time
Participating in activities
Sharing with others
Wearing the uniform correctly
Representing the school positively
Modelling positive behaviours
Following class & school rules
Calling out
Late for class
Not meeting Uniform / hair / makeup expectations
Off task / Work incomplete
Not meeting assessment deadlines
Failing to bring equipment (eg pens, textbook)
Disrupting Learning
Rude to others
Littering
Giving inappropriate displays of affection
Not following minor health and safety
Eating and drinking in the classroom (water OK)
Not following teachers instructions
Making undue noise (eg. tapping pencils )
Using inappropriate language (eg conversational swearing)
Moving around the school in an unsafe manner (eg running)
Chewing gum
Using aerosol deodorant
Missed class detention / consequence
Actions
Staff Follow-Up
Staff actions could include:

Praise and encouragement

Positive feedback to students

Trust

Rewards and vouchers

Certificates

Stickers

Recognition on parades, newsletters & newspaper

Displays of student work / achievement

Leadership opportunities

Positive feedback to parents

Postcard home
On One School:
Staff actions should include a process to De-escalate
the behaviour and could include:

ESCM’s (Micro skills)

Give choice / warning

Verbal correction

Apology

Post lesson discussion

Seating Plan
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Contact/phone parents

Verbal negotiation

Reminder of classroom expectations

In-class separation or isolation

In-class detention

Litter Duty with a teacher on PGD

Buddy Class
On One School:
15

Record Positive

Print One School Certificate

Record Parent Contact
Refer to HOD, Year Co or DP for formal
recognition


Record the Incident
(Do not refer)
Record Parent Contact
May seek advice from:

Colleagues

HOD / HOSES

Year Coordinators

SSS – support services
WILFUL
Level 2
Student Behaviour
Actions
Sustained repeated Minor behaviours that were documented and dealt with Middle Management initiated actions could include:
in Level 1 using the Possible Actions

Parent contact

Mediation or restorative conference

Referral for assessment and specialist support (SSS /

Using deliberate inappropriate language (ie aggressive, racist, sexist)
MLC)

Behaving aggressively toward others (harassment-victimisation)

Individual Behaviour Support Plan

Inciting fights (inc. electronic messages)

Recess or after-school detention

Leaving class without permission

Interagency referral

Leaving the school grounds without permission

Detention Room Reflection Plan

Truanting

Monitoring Card

Using ICT’s & Electronic devices inappropriately

Suspension

Swearing at other students

Re-entry Plan

Bullying (inc. cyber)



Spitting
Repeatedly refusing to follow reasonable teacher direction
Repeatedly failing to attend a teachers detention
Sustained repeated Wilful behaviours that were documented and dealt with
in Level 2 using the Possible Actions
Staff Follow-Up
On One School:
 Record the Incident
(Refer to appropriate HOD)
 HOD to record parent contact
Which HOD to Refer to:
 HOD Faculty (Curriculum issue)
 Head of Junior School (Behaviour
issues)
 Head of Senior School (Behaviour
issues)
ONLY Refer to ONE person to action
Admin initiated actions could include:

Suspension in line with Queensland Department of
Education, Training and The Arts Policy SMS-PR-021:
Safe, Supportive and Disciplined School Environment

Referral to SSS to review Individual Behaviour Support
Plan

Police notification

Restorative conference on return from suspension

Recommendation for exclusion or Behaviour
Improvement Condition in line with Queensland
Department of Education, Training and The Arts Policy
SMS-PR-021: Safe, Supportive and Disciplined School
Environment

Re-entry Plan

Cancelation of Enrolment (Attendance & Participation)
On One School:
MAJOR
Level 3
 Record the Incident
(Refer to HOD/DP)

Refusing to follow HOD / DP instructions

Physical assaulting others inc. students & staff
 HOD/DP to record parent contact

Possession of pornographic images

Using electronic devices to record without permission
Referral Options:

Possessing, supplying and / or using drugs

Head of Junior School

Stealing

Head of Senior School

Vandalising – wilful damage

DP Student Services

Possessing and / or using Weapons

Swearing directly at a staff member

Throwing objects eg. Water bombs, rocks
ONLY Refer to ONE person to action

Smoking

Threatening a staff member

Repeated non-compliance with the Electronic Device Policy

Repeated non-compliance with the Student Services consequences
Consequences depend upon factors such as the prior history of the student, circumstances of situation with student and impact upon the good order and management of the school.
Considerations may also include Individual Support Plans.
Subsequent suspensions for similar behaviour will increase in length each time.
16
Student Organisers – School Policy
Every student is supplied a student organiser (diary). It is essential that all students at Mareeba State
High have an organiser with them each day. This diary is necessary for a number of reasons: Information on our school expectations, rules and policies.
 Keeping of the students‟ timetable – this is used every lesson by students to
ensure that they know which subject they have next, and where the room is for
that lesson.
 Map of the school which enables students to find particular rooms or staff.
 Homework for their subject.
 Due dates for assignments.
 A successful student is a well organised student with an up to date organiser!
 Students also need the organiser for entering the dates for important events.
 Information for CARE class
 Pass out record if students need to leave the room eg toilet
A STUDENT ORGANISER SHOULD NOT CONTAIN THE FOLLOWING ITEMS:
- pictures
- graffiti
- obscene language/rhymes/poems/notes etc
Please check your student’s organiser regularly. You can use this to communicate with
teachers.
17
Learning Areas
All subjects come from the Australian National Curriculum. Content descriptions form the basis of what is
taught in each learning area from Year 1 through to Year 10.
The Learning Areas are:

Maths

English

Science

Technologies – Industrial Technology, Graphics, Business and Information Technology

Arts – Dance, Drama, Visual Art, Music, Digital Imaging

Health and Physical Education – Health, Physical Education, Home Economics

Languages– Italian, Japanese

Humanities and Social Sciences – History, Geography
Subject Descriptions
In Year 7 and 8, students have a subject arrangement as follows:
Student study all subjects listed below. Students are given a choice for the Language they wish to study.
CORE Subjects (all year)
English
Mathematics
Science
Health and Physical Education
Social Science – History and Geography (one
semester of each)
Italian, Japanese or Project Language
Elective Subjects (rotation)
Art
Drama
Dance
Music
Home Economics
Textiles
Food Studies
Manual Arts
Industrial Technology & Design
Graphics
Business & Technology
On the first day of school you will receive a timetable that shows your lessons, lesson times, teachers
and rooms as indicated in the table above.
18
The Arts
The Visual and Performing Arts are dynamic, practical and creative subjects. At Mareeba SHS we offer a
full range of Arts experiences for your student with specialist teachers. The Visual and Performing Arts
challenges students to be creative, work collaboratively in teams and solve complex problems.
Dance
Students in this subject are assessed in creating movement
sequences, performing dance works and responding to dance.
Students are given the opportunity to perform the skills they have
learned. Students are encouraged to develop their own dance
works both individually and in-groups.
Drama
Drama provides students with the opportunity to build selfconfidence. Students learn a variety of skills during their
introduction to drama. Students will improve their public
speaking proficiency, learn how collaborate with other
students and perform scenes from scripted and improvised
scenarios.
Visual Art
In Visual Art students learn about the elements and principles
that underpin art making processes. Students have the
opportunity to experiment with a wide range of media.
Experiences may include; drawing, painting, print making and
sculpting. Students learn how to solve visual problems
effectively.
Music
Music provides students with the opportunity to learn how to
play musical instruments. Classroom experiences focus on
practical lessons that focus on the keyboard and drums.
Students have the opportunity to work collaboratively and
perform.
Media
Students in this subject are introduced to digital media
such as digital image capture and manipulation. Students
use the industry standard Adobe Photoshop image editing
software to edit, manipulate, add special effects and
effectively present digital images.
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Technologies
Manual Arts
Industrial Technology and Design
Industrial Technology and Design at Mareeba SHS is an
introduction to Industrial and Technical skills. Students use
various tools, both hand and machine, while working with
materials such as wood, plastic and metals to make small
projects which are of practical use.
Graphics
Graphics is an introduction to the skills needed in the
Industrial and Technical world of graphical communication.
The creation and understanding of graphic presentation is
the language used worldwide in any practical situation.
Skills such as neatness and accuracy are taught and
reinforced, making the skills of graphics applicable to all
subjects.
Home Economics
Food Studies
Home Economics class work is based on one rotation
of food studies and one rotation of Textiles study.
In Food Studies, students participate in practical
cooking lessons to learn basic cooking skills and
nutrition. They cook a range of foods to gain basic
cooking skills. They also examine healthy food options
and the short and long term consequences of their
food choices.
Textiles
For one rotation of textiles, students learn how to
operate the sewing machine and perform basic sewing
and machining skills including; sewing seams –
straight, curved and corners when they complete a
draw string bag.
This course aims to develop some basic life skills
which they can use and build on throughout school and
beyond.
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Business and Technology
Business and Technology teaches students crucial skills
they can use and build on during their years at high school
and beyond. Students will be trained in the use of various
software and a range of presentation techniques including
Word documents, Powerpoint presentations and
spreadsheets. Opportunities will be provided for students
to learn about internet research skills and potential traps,
and the components that make up a computer. Literacy
and numeracy are key elements of Business and
Technology and will be developed through real-life
applications such as creating and managing a budget.
Mathematics
The purpose of mathematics in Junior schooling is to
provide all students with the mathematics required for
numeracy and the introduction to specialist mathematics
for those students likely to pursue professions where
further mathematical knowledge is required.
Year 7 and 8 students will be working on the Australian
Mathematics Curriculum via our Pearson Mathematics
teaching program. Strands of number and Algebra,
Measurement and Geometry, Statistics and Probability
will generally be assessed twice per term. Students will
be organised into flexible ability classes according to
their levels of attainment on a range of assessment
instruments. As well as end of unit internal assessment,
students will be encouraged to enter the three Australian
Maths Competitions held in Semester 2 each year.
Students will also begin preparation for the NAPLAN
assessment which they are required to sit in term 2 of
years 7 and 9.
Science
Science education at Mareeba State High School
aims to expose students to a myriad of science topics
and issues that they will face at a local and global
level as active community members. A key aspect of
the junior science program is to show them the skills
required to work safely in a laboratory as well as
identify important science equipment. They will
perform experiments regularly over the year on a
range of topics including biology, physics, chemistry,
astronomy and earth science.
Students will be assessed once a term through
experimental work, projects, exams and class
research tasks. They will use a text book in class and for homework with the teacher also using digital
resources from the National Science Curriculum.
Students also have the opportunity to be involved in extra science activities throughout the year such as
science club once a week in lunch hours, a wide range of competitions as well as access to visiting
science several times a year.
21
Social Sciences: History and Geography
In the Social Sciences (previously known as Studies of Society and Environment, or SOSE), students will complete
one semester of History and one semester of Geography each year. Students will develop the knowledge, processes
and attitudes necessary to understand:
(a) past ideas, events and actions
(b) social, natural and build environments
(c) the ways people form groups and develop culture
(d) human experience in various economic, business, ecological, legal,
political and government systems.
History
History is organised into two strands: Historical Knowledge and Understanding and
Historical Skills. History involves students engaging in background or bridging
studies and more detailed depth studies of specific eras and events in a range of
historical contexts.
Year 7
Year 8
Unit 1
Investigating the Ancient Past
 an overview of this period of history and the
tools, techniques, methods and evidence used
by historians to investigate this period of time
Western and Islamic World: Middle Ages
 an in-depth investigation of the key beliefs and
values that shaped the Medieval World, and the
interactions between the Catholic Church and
Islam during this period
Unit 2
Mediterranean World: Ancient Egypt
 an in-depth study of the defining characteristics
of ancient Egypt and its legacies with emphasis
on key features of ancient societies
Asia-Pacific World: Japan under the Shoguns
 an in-depth investigation of the key beliefs and
values influencing life in shogunate Japan
including social, cultural, economic and political
features under the Tokugawa Shogunate
Unit 3
Asian World: Ancient China
 investigating the legacies of ancient societies,
especially examining the continuity and change
in the social and political organisation of ancient
Chinese society
Expanding Contacts: Spanish in the Americas
 investigating the causes and effects of contact
between societies in this period; including an
overview of the emergence of ideas about the
world and the place of people in it by the end of
this period (Renaissance, Age of Discovery)
Geography
Geography is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and
Skills. These strands are interrelated and each unit studied integrates a range of activities to engage students in the
content, skills and processes required.
Year 7
Year 8
Unit 1
Water in the World
 focuses on water as an example of a renewable
environmental resource; its availability,
management issues and associated hazards
Landforms and Landscapes
 studies of geomorphology, the management of
specific landforms and landscapes, and the
hazards associated with these
Unit 2
Place and Liveability

examining factors that influence the liveability of
a place, the services and facilities needed to
support and enhance our lives, and the planning
and management required to maintain these
standards
Changing Nations

investigating the changing human geography of
countries revealed by shifts in population
distribution; urbanisation issues and migration
All units in Geography use studies drawn from Australia, countries of the Asia and
Pacific region, and countries from other regions including Europe, Africa, Western
Asia and the Americas.
Students are assessed in History and Geography using a range of techniques that
develop in complexity and requirements over time, as they develop their knowledge
and understanding and prerequisite skills over the course of study.
22
Health & Physical Education (HPE)
In years 7 and 8 students participate in a range of activities focussing
on foundation skills in a variety of sports as well as building upon the
knowledge of HPE and improving students‟ health and fitness. All
practical work is a compulsory part of this subject.
Topics covered include:
- Bullying
- Basic first aid and water safety
- Drug Education
- Dancing
- Sport Participation
- Athletics
- Swimming
- Team sports
Students must wear a Mareeba SHS Sunsafe hat for all outdoor
activities.
English
English is a core subject derived from the Australian Curriculum
and C2C resources. The English curriculum is built around three
interrelated strands: Language, Literature and Literacy. The units
undertaken in a course of study in English integrate elements of
these strands.
In Years 7 and 8, students communicate with peers, teachers,
individuals, groups and community members in a range of
contexts. Students will engage with a variety of texts for enjoyment
by listening to, reading, viewing, interpreting, evaluating and
performing a range of spoken, written and multimodal texts in
which the primary purpose is aesthetic, as well as texts designed
to inform and persuade. These include various types of media texts (newspapers, magazines and digital texts), early
adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts,
including media texts, are influenced by context, purpose and audience.
In this course, students will create a range of imaginative, informative and persuasive types of texts, for example
narratives, procedures, performances, reports and discussions, as well as beginning to create literary analyses and
transformations of texts.
Students will undertake a course that includes the following focus areas and tasks:
Year 7






Introduction to a new school and classmates
Analysing persuasion in media texts
Persuading through motivational speaking
Reading and creating life writing: biographies &
memoirs
Reading and interpreting literature about
Australia and Australians
Exploring perspectives in poetry and songs
Year 8






Introduction to a new school and classmates
Analysing representations of teens in news
media texts
Analysing and responding to teen issues in a
novel
Representing the human experience
Understanding how texts communicate ideas
about values
Analysing visual texts: graphic novel and film
Students will also undertake a wider reading program developed in conjunction with the Library.
23
Languages
All Language subjects are one year in duration.
Italian
This subject introduces students to the Italian language and the
wonderful culture of Italy. Students will have opportunity to explore
topics such as „Fashion‟, „Sport‟ and „Food‟. These topics immerse
students in the Italian language and cater for diverse levels of student
abilities. Students will develop their language skills in conversational
Italian. Students will also learn how to write using the correct grammar
and pronunciation.
Japanese
Japanese introduces students to the intricacies of this fascinating Asian
language. Students study a range of topics including „Making Introductions‟,
„Family‟, „Food‟ and „Travel‟. These and other topics will engage students with
language structure and cultural understanding of the language. Students will
learn the basics to hiragana text, and use these skills in a range of written,
spoken and listening contexts. Students will be assessed on their abilities to
use correct grammar and pronunciation of Japanese in a range of situations.
Project Language Arts
Students not studying Italian or Japanese will undertake a course in Project Language Arts if it is decided that they
would benefit from further Literacy assistance. (Parents are notified if their child will be placed into Project Language
Arts). This subject involves students with reading, comprehension strategies, spelling improvement, problem-solving
and creative writing activities. Students involved in Project Language Arts receive additional support to progress them
through the literate requirements of high school.
24
SPECIAL EDUCATION @ MAREEBA STATE HIGH SCHOOL
At Mareeba State High School we value ALL our students and we aim to meet their educational needs
through quality programs that are individual, flexible and inclusive.
Through the Multi Learning Unit, known as the MLC, students with disabilities and their families are
supported. The disability, or impairment, areas are as follows:






Intellectual Impairment
Physical Impairment
Autism Spectrum Disorder
Visual Impairment
Speech Language Impairment
Hearing Impairment
Some students may have Multiple Impairments - a combination of these.
The MLC is staffed by Special Education Teachers and Special Education Teacher Aides and is managed
by the Head of Special Education Services known as the HOSES. Students with Disabilities may be
supported in mainstream classes by these staff members.
Programs are developed to support students to access the curriculum through the Individual Education
Plan (IEP) process.
Students access the curriculum in mainstream classes, in the MLC or in a combination of both.
Programs in the MLC include:




Literacy
Numeracy
Life and work skills
Technology
We also provide community based programs designed to assist students in their transition from school to
post compulsory schooling life. These include:



Fitness programs
Shopping
Work Experience
MLC staff members cooperate with other resource people and agencies to ensure quality programs for
students. These include Advisory Visiting Teachers, Therapists, Autism Queensland, the Cerebral Palsy
League, Tableland Employment Agency, Mareeba Flexi Respite, and Disability Support Queensland
among others.
25
Workplace Health and Safety – additional requirements
Home Economics
Students attending Home Economics classes must wear hair tied back. A small head-band (in school
colours maroon or blue) or elastic band to keep hair away from their faces is suitable. Aprons are
required.
Jewellery must be removed during practical lessons.
Manual Arts
For PRACTICAL INDUSTRIAL TECHNOLOGY subjects, in WORKSHOPS students with long hair will
be required to have it restrained at all times. Students must at all times, wear safety glasses.
Science
Science laboratory work requires that students‟ feet be adequately covered to prevent accidental
burning, injury from sharp objects or infection from some cause.
Students must wear safety glasses during experimental activities. These will be provided by the
Science Department.
Students may be required to tie back long hair where it is likely to be a fire hazard or come into
contact with corrosive materials. During field studies, students will be expected to wear a hat and
covered shoes.
26