GOSPEL VALUES:
St Thomas’ School seeks to develop all dimensions of the human person (intellectual, emotional, spiritual and physical) to enable individual students and staff to realise their full potential and intrinsic worth.
AIM:
1.1 To educate students in the development of organisational skills necessary to complete tasks outlined as part of the Home Curriculum Program.
1.2 To apply knowledge acquired in the school setting to real life situations.
1.3 To encourage parents to play an active role, in partnership with the school, in their children’s education.
1.4 To enable parents to come to the realisation that they are the prime educators of their children and appreciate the value of their educational input within the home.
1.5 To affirm student’s learning by encouraging families to spend quality time together practising the life skills necessary to function effectively within society.
1.6 To enhance the student’s resilience, time organisational skills, general organisational skills, self-discipline, self esteem, inter-personal relationships and educational achievements.
1.7 To encourage students to share with their parents the pleasure of their school learning experiences.
1.8 To encourage students to practise their reading, spelling and times tables skills on a regular basis.
1.9 To prepare students to function well within society.
POLICY:
2.1 All children at St. Thomas’ School will be expected to take part in the Home curriculum Program.
2.2 The program is meant to consolidate school learnings and extend these into the home environment.
2.3 The program will be offered according to the developmental achievement of students in Prep, Years 1 & 2, Years 3 & 4 and years 5 & 6. The Years 5 & 6 program will be slightly more structured in preparation for the requirements of secondary school.
2.4 Students will be expected to complete components of the Homework Curriculum outlined by their classroom teacher and document activities undertaken.
2.5 Parents will be requested to support the program and assist in building up the skills necessary for success.
2.6 Parents will be required to sign an activities sheet or diary at the completion of each week.
2.7 Parents will be provided with an outline of the program and a list of suggested activities to complement those set by the classroom teacher. (see attached document)
IMPLEMENTATION GUIDELINES:
3.1 Parents will be informed of the process via a letter home and through parent/ teacher information sessions.
3.2 Students will be educated in the expectations of the Home Curriculum Program.
3.3 All activities will be monitored and assessed by the classroom teacher.
3.4 Expectations will be determined according to the learning phases of the students.
3.5 Activities will be designed to complement classroom learning.
3.6 All students will be required to practice their reading, spelling and times tables on a regular basis.
OUTCOMES:
4.1 Staff and other members of the school community speak favourably about the process.
4.2 The effectiveness of the program will be discussed and evaluated on a regular basis.
A detailed outline of the Homework Curriculum Program is attached to this policy outline.
DATE EFFECTIVE:
Deputy Principal
Staff
DUE DATE FOR REVIEW:
GOSPEL VALUES:
St Thomas’ School seeks to develop all dimensions of the human person (intellectual, emotional, spiritual and physical) to enable individual students and staff to realise their full potential and intrinsic worth. Pastoral care is central to all relationships.
AIMS:
St. Thomas’ School strives:
1.1 To be a faith community whose action reflects what it preaches in light of gospel values.
1.2 To create a community that constantly strives to demonstrate expressions of love, compassion, reconciliation and justice.
1.3 To recognise the dignity, uniqueness and growth of each individual – spiritually, emotionally, educationally, socially and physically.
1.4 To maintain a community that continually strives to create a sense of belonging and security.
1.5 To provide an environment that values effective communication and shared information.
1.6 To provide a curriculum, in partnership with parents, that promotes quality teaching and learning with the establishment of fair and just assessment procedures.
POLICY:
2.1 Each person has the right to pursue a curriculum that responds to what the community values in a Catholic school, as well as the particular needs of each student.
2.2 Relationships of trust, cooperation and partnership between school personnel and families are of fundamental importance.
2.3 Through effective communication, shared information and encouragement of the gifts of each person, the whole community of St. Thomas’ School are working together in unity.
2.4 Relationships between administration and the school community are characterised by mutual respect and cooperation.
2.5 The ethos of St. Thomas’ School is viewed as a reflection of pastoral care in action.
2.6 A variety of programs are made available to members of the school community that meet individual needs.
2.7 To provide a learning environment, when possible, that is responsive to students with special needs either educational, social, economic or racial.
2.8 To provide a program that prepares children to function effectively in society and which addresses issues such as self-esteem, social relationships, sexuality, anti-bullying, health and personal safety, drug education and grief and loss.
2.9 To continue to develop a structured social skills program that will meet the needs of individuals and promote a sense of self worth and belonging to our students.
2.10 To develop manageable, achievable and effective whole school discipline strategies that focus on the development of self-discipline skills in students.
2.11 To engage the student support coordinator and pastoral care coordinator (dependent on available funding) in creating a network in consultation with the principal and staff, that assists families who require emotional, economical and physical support.
IMPLEMENTATION GUIDELINES:
Through newsletter articles, letters and invitation, parents will be informed of the following programs that operate in our school. Programs will be offered on developmental levels and parent participation will be encouraged where appropriate.
· Religious Education Program
· Drug Education Program
· Seasons for Growth: Loss and Grief Program
· Learning Assistance Program (LAP)
· Buddy System
· Availability of Casserole Bank, Parenting Programs, Counselling, Academic Testing etc.
*Separate detailed policy outlines are available for these programs. A Discipline Policy is in place.
RESOURCES:
· C.E.O. Pastoral Care Document Guidelines
· The Melbourne Religious Education Guidelines
· “Friendly Kids-Friendly Classrooms” – Helen McGrath
· “Different Kids-Same Classroom” – Helen McGrath
· “Dirty Tricks” – Helen McGrath
· Turning the Tide Drug Education Manuals
· Get Real Drug Education Manual
· CSF 11 Documents
· Seasons for Growth – Manual and Participant Journals
· Learning Assistance Program (L.A.P.) Manual and Video
· Related Library Resources
· Relevant Professional Development for Staff
· St. Vincent de Paul Society (where appropriate)
· Parish Bereavement Group (when necessary)
· Healthy Relationships Teacher Resource Manuals (Years Prep –4)
· Living Life Skills Manual (Years 5& 6)
DATE EFFECTIVE:
Deputy Principal
Pastoral Care Coordinator
DUE DATE FOR REVIEW: March 2005
GOSPEL VALUES:
St Thomas’ School seeks to develop all dimensions of the human person. In order to grow intellectually, emotionally, spiritually and physically, students need to be in an environment in which there is concerned staff who will set firm, consistent, positive limits while providing warmth and support for their appropriate behaviour. This will then enable individual students and staff to realise their full potential and intrinsic worth. Discipline that is fair and just is central to all relationships.
AIMS:
St. Thomas’ School aims to:
1.1 Establish a School Ethos where all students have a real sense of belonging, and know that each individual is a valued member of the school community.
1.2 Develop an understanding between members of the school community that all teachers have a right to teach and all students have a right to learn in a caring environment.
1.3 Determine and request appropriate behaviour from the students, which meet their needs and encourage the positive social and educational development of all students.
1.4 Provide a classroom structure and routine that provides the optimal learning environment.
1.5 Provide an environment where students, staff and parents have a sense of security.
1.6 Develop a culture within the school where each student has a sense of purpose that will make them more prepared to take risks and be challenged to higher achievements.
1.7 Provide opportunities that help students identify their own and their classmate’s talents, strengths and interests and enhance self-esteem.
1.8 Allow teachers the right to ask for help from parents and the principal when assistance is needed with a child, socially, emotionally or physically.
1.9 Recognise the dignity, uniqueness and growth of each individual.
1.10 Provide an environment that values effective communication and shared information.
1.11 Provide an environment where students are disciplined in a way that does not harm their dignity or sense of self-esteem.
POLICY:
At St. Thomas’ School:
2.1 The Discipline Policy is based on the ‘Assertive Discipline’ strategies of Lee Canter and supplemented by the philosophies of Professor Loretta Giorcelli, Dr. Helen McGrath and Bill Rogers.
2.2 Each person has the right to pursue a curriculum that responds to what the school community values in a Catholic school, as well as the particular needs of each student.
2.3 All teachers have a right to teach and all students have a right to learn in a caring environment.
2.4 Relationships of trust, cooperation and partnership between school personnel and families are of fundamental importance.
2.5 Discipline is structured on values based decisions where consequences vary and are seen as valid.
2.6 There is a whole school recognition that behaviour problems are best dealt with from a shared perspective.
2.7 Discipline strategies are seen as a learning experience that prevents repeat unacceptable behaviours.
2.8 The principles of effective teaching are based on relevance, self-esteem, engagement, change, parent involvement and diversity.
2.9 The whole school community strives to work together in unity to encourage the gifts of each student, communicate effectively and share information when necessary, for the benefit of each individual.
2.10 Classroom discipline policies are devised in consultation with the teacher and whole class. The outcomes include rules, rewards and consequences.
2.11 The provision of a learning environment, when possible, that is responsive to students with special needs either educational, social, economic or racial.
2.12 A variety of programs are made available to members of the school community that meet individual needs.
2.13 The development of manageable, achievable and effective whole school discipline strategies that focus on the development of self-discipline skills in students.
IMPLEMENTATION GUIDELINES:
Each member of staff is to familiarise themselves with the School’s Discipline Policy.
Classroom Discipline:
3.1 A meeting will be held in each class Prep to Six in the first week of Term 1. The structure of the class discipline plan will be discussed and outcomes of the plan devised by both the teacher and the students.
3.2 Discipline plans will be displayed clearly in each classroom.
3.3 A copy of the discipline plan for each class will be sent home with respective students for discussion with their parents.
3.4 The plan is to be implemented in each classroom and followed consistently.
3.5 Strategies for effective discipline in each class will include the display of positive cue charts for teachers such as:
· Softer/Closer: Controlling voice level and addressing the students in a personal up close manner rather than addressing the student across the class.
· Proximity. The teacher keeps moving around the classroom assisting students and seldom sits down.
· Music Without Words. Soft instrumental music is played at times when students need to maximise concentration. This has a calming effect.
· Reward Baby Steps: Rewarding the students for achieving small milestones on the way to achieving a particular goal.
Other strategies include:
3.6 The use of strategies that concentrate on positive attention and cause the least destruction to the learning of others.
3.7 More positive comments for appropriate behaviour – Less negative comments for unacceptable behaviour.
3.8 A calm quiet approach to student interaction.
3.9 The use of eye contact for oral instruction.
3.10 Age appropriate discipline strategies.
3.11 An awareness of voice control and voice tone when addressing students.
3.12 Building structure into the day, applying and/or removing stimuli, consistent co-management of behaviour.
3.13 Developing student self- knowledge.
3.14 Evaluation of student progress and the provision of feedback
3.15 Parent Support group meetings for challenging students.
3.16 A consistent whole school approach to dealing with difficult students.
3.17 The use of the green “Time- Out” card for teachers that need a break from a student or vice versa.
3.18 At no time are students to be berated in public or sent outside a classroom for punishment without supervision, or placed within public view.
3.19 “Time-Out” is seen as a cooling off period for an angry student.
Playground Discipline:
4.1 Three duty teachers will be visible on the playground during each recess and lunchtime.
4.2 Each teacher will be available to assist students having difficulty on the playground or who have sustained an injury.
4.3 Each teacher will use a consistent approach to dealing with unacceptable playground behaviours.
4.4 Each duty teacher will record incidents of unacceptable behaviours on a proforma sheet. Information will be obtained from all students involved in an incident.
4.5 Teachers will use common language such as “What do you need me to do?’’ when a child reports an incident
4.6 The teacher will deal with the incident and apply the appropriate consequence.
4.7 Serious breaches of playground behavioural rules will be reported to the principal and where deemed necessary the parents will be informed via a written behavioural report.
4.8 Consequences will be assigned that suit the breach of behaviour.
4.9 Raffle tickets will be awarded to students displaying positive behaviours on the playground. Tickets will be placed in weekly raffle draw.
4.10 All students will be encouraged to participate in meaningful playground activities.
Strategies outlined in the School’s Anti-bullying Policy will be applied for both acceptable and non-acceptable behaviours within the classroom and on the playground
*Separate detailed Anti-Bullying Policy is available in the Policy Folder.
BEST PRACTICE:
5.1 Relationship building.
5.2 Classroom organisation and lesson planning.
5.3 Scanning and kid watching.
5.4 The ‘ Method of Shared Concern’ when dealing with groups of students.
5.5 Personal behaviour awareness.
5.6 Modelling expected courtesies.
5.7 Regular recognition and encouragement (Praise effort and direction – not perfection).
5.8 Targeted intervention.
5.9 The importance of follow up.
RESOURCES:
· “Assertive Discipline” – Lee Cantor
· “Friendly Kids-Friendly Classrooms” – Helen McGrath
· “Different Kids-Same Classroom” – Helen McGrath
· “Dirty Tricks” – Helen McGrath
· “ Healthy Relationships” Teacher Resource Manuals (Years Prep –4)
· “ Living My Life” Manual (Years 5 & 6)
· “Behaviour Recovery” – Bill Rogers
· “Cracking the Hard Class” – Bill Rogers
· Professor Loretta Giorcelli – Seminar Notes
DATE EFFECTIVE:
Deputy Principal
Staff
DUE DATE FOR REVIEW:
March 2005