Parent Handbook

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The Parent Handbook covers all the information, procedures and policies you and your child will need.


You can download and print a copy to read at your leisure by simply pressing the 'PDF' button above. Please note this is a large file and may take a moment to load.

If you have any further questions in relation to school times, dates, policies or other general enquiries, please feel free to contact Cerdon College by phone on (02) 8724 7300 weekdays between 8:30am and 4:00pm or send us an email.

General Information

Cerdon College is a Marist School. We aim to lead our students to an awareness of what it means to be a Christian in the tradition of the Catholic community. The religious teaching and liturgical life of the school underpin the structure of the school curriculum.

I came that they may have life. (John 10.10)

By giving life to her son, Jesus, Mary associated herself with Christ’s mission which is continued by the Church. As we are committed to Christ with Mary, we carry on this mission in our own time. Education, which is part of that mission, has as its basis, collaboration with God in the recreation of the mind and heart of the young.

A Marist Education is therefore essentially personal and is directed towards the good of each individual. It is ‘child-centred’ and is based on a deep concern for each of our students, not in isolation but in the total context of their growth to maturity. It provides, as far as possible, the best possible conditions for their growth within an environment characterised by a family atmosphere and the Spirit of Mary.

Unless parents fully support our Educational Policy it would be most unwise for them to choose this Marist Catholic school for their daughter. For as the Vatican document ‘The Catholic School’ reminds us:

It is obvious that in such a demanding educational policy all participants must be committed to it freely. It cannot be imposed, but is offered as a possibility, as good news, and as such can be refused. However, in order to bring it into being and to maintain it, the School must be able to count on the unity of purpose and conviction of all its members.

Students in Years 11 and 12 have the option of studying Catholic Religious Studies or the Board Developed Studies of Religion Course.The school follows the ‘Sharing Our Story’ program of the Parramatta Diocese and completes all units of work outlined in it.

The Religious Education program is the core of the school’s curriculum.

The Marist Charism is integrated into all RE teaching programs.

Presence of Mary
To Think, Judge, Feel and Act as Mary
Prayer – Mary’s Pondering Heart
Openness to the action and will of God, like Mary of the Annunciation
In the world, but alert to opportunities for God’s action (Cana)
Concern for justice – personal, community and global (Magnificat)

Family Spirit
Respect for each other
Building relationships/community
Sense of belonging
Non-judgemental attitude
Welcoming cultural diversity
Willingness to do the unpopular tasks
Hospitality

Compassion
Particular concern for the powerless and those on the margin
Sensitivity and gentleness
Generosity of Spirit, big-hearted
Forgiving

Simplicity
Transparency and genuineness in relationships
Down-to-earth
No to Greed, Power and Prestige
Willingness to work hard without fuss

Religious education is not confined to Religious Education classes. Homeroom classes begin the day with prayer, we gather as a community at assembly to pray together, and values education is an integral feature of all KLA programs.

Many religious experiences are provided to students that involve religious and parish staff to providing the opportunity for students to participate in the sacraments, as well as having links with their local parish. Some of these experiences include:

  • Year 7 – House Induction Liturgy
  • Year 8 – Pilgrimage and Mass at Penrose Park, Retreat Day with Parish Youth Minister
  • Year 9 – Excursion to the Museum of Saint Mary MacKillop, Year Group Mass
  • Year 10 – Social Justice Day
  • Year 11 – Sr Kate McPhee sm leads Retreat Day
  • Year 12 – Retreat Day and Mass, Graduation Liturgy

Each Year group also participates in an Ash Wednesday Liturgy, Easter Liturgy and Advent Liturgy. The school community gathers for whole school Masses three times a year, for the Opening Mass, Chavoin Day Mass and Year 12 Farewell Mass.

In all things Christ

Aspire to great heights

As a school, we believe in and strive for:

  • a Christ-centred community, with special regard for Mary and her life as an example for young women
  • a quality education to prepare women to make their place in an ever-changing world
  • effective teaching and learning which respects the talents and needs of individuals, and challenges them to reach their full potential
  • a dynamic and diverse curriculum which extends beyond the classroom and encourages students to be responsible for their own learning
  • shared leadership and collaborative decision-making within the school community
  • the fostering of positive relationships in an atmosphere of care and respect for all people
  • the creation of, and active concern for, an appealing environment which is safe and conducive to learning
  • a community enriched through a sense of pride and belonging.

Mary, you are our Mother and our model.
May we, like you, make Jesus
the centre of our lives
so that we become a living Gospel
for all those we meet.

We acknowledge we are especially
called to serve, in an unobtrusive way,
the most downtrodden,
abandoned and persecuted in our society.

Enable us, through compassion,
love and humility
to bring these and all people
together in a union of love
and care so that Christ will come
to life in our world today.

Through the deepening of our own prayer life
to draw closer to you, our Mother,
so that we may live
the Gospel as you did and be true disciples
of your Son.

May you and your beloved Son,
bless us and stay with us
as we strive to live in today’s world,
as true Marists

School Procedures for Parents and Students

All classrooms operate under an agreed set of rules. It is expected that each student accepts and follows those classroom rules.

Non-prescribed drugs, alcohol, tobacco, chewing gum, and liquid paper are not permitted at Cerdon College. Students should be aware that bringing or using alcohol, cigarettes or illegal substances in this school has very serious consequences. Appropriate behaviour at the College is based on the Student Welfare Policy.

If a matter of a serious nature should arise, parents will be notified immediately.

  • Parents are reminded that all students from 6 to 17 years of age must attend school EVERY day.
    No student should be absent from school except in the case of illness. Parents MUST provide a note to a student's Homeroom Teacher explaining any absence on the first day they return to school. Any absence for more than one (1) school day should be advised by phone (8724 7300) to the College Office together with a note on the first day they return to school.

  • Parents should NOT arrange family holidays during term time.
    Any student absence from school for any reason will have a negative effect on a student's results.

  • Students are to be present at school and punctual for Homeroom.
    Once a student enters the school grounds, she must not leave without permission.

  • The playground is supervised from 8:30 am until the commencement of classes, but there is no playground supervision after school.

  • Any girl arriving after Homeroom bell must report to the College Office.
    The College gates are locked every day at 8:50 am and any student who is late is required to enter the College by reporting to the College Office. Entrance to the College is only available via the Sherwood Road entrance during school hours.

  • A note explaining the reason for a late arrival is required, either on the day the student is late, or the following day.
    All late arrivals are noted in the Student Handbook. This must be shown to the teacher teaching her class at the time, and then given to the Homeroom Teacher at Roll Call the next day.

  • Under no circumstances will a student be permitted to leave the school grounds before the end of the school day unless she has a dated note written by her parent or guardian requesting that she leave early.
    These notes must be given to the Homeroom Teacher on Assembly or during Homeroom. Parents need to collect any student leaving early and sign the student out at the College Office. No student will be allowed to leave the College early without a parent or guardian.

  • All students are expected to remain at school until school concludes unless there are exceptional circumstances.
    These circumstances do not include leaving early to attend part-time work or to catch a connecting bus or train.

  • If a student is absent from school she must, on the following day, bring a dated note, written and signed by her parent or guardian, explaining the reason for the absence and give it to her Homeroom Teacher.

  • Students enter the school via Kenyons or Sherwood Roads only.
    No student is to be driven into the school grounds between 8:15 am and 9:15 am, nor picked up in the school grounds between 3:00 pm and 4:00 pm.

For further information please refer to the Attendance Policy in the Policy and procedures section of our handbook and website.

In 2009 Cerdon College implemented a Students’ Award System designed to reward students for the excellence and effort shown throughout every aspect of their school life. The Student Award System is based on a 3 tiered system of Teacher’s Awards, Coordinator’s Awards and Principal’s Awards.

A Student Award can be achieved in each of 7 areas:

  • Academic achievement
  • Academic effort
  • Sport
  • The Arts
  • Community Involvement
  • Service
  • Other

Teacher’s Award
A Teacher’s Award can be given by a classroom teacher, coach, team manager or a teacher who recognises excellence, effort or service. The Award will be presented in class.

When a student collects 5 Teacher’s Awards, they can present them to a Guidance Coordinator or KLA Coordinator who will record the awards and generate a Coordinator’s Award.

Coordinator’s Award
A Coordinator can give a student a Coordinator’s Award for outstanding performance, effort or service. The Coordinator’s Award equates to 5 Teacher’s Awards.

The achievement of 5 Coordinator’s Awards would then lead to a Principal’s Award.

Principal's Award
There are three levels of a Principal’s Award. These are Bronze, Silver and Gold. Every 5 Coordinator’s Awards received by the student entitles them to progress to the next level of Principal’s Award.

Students are awarded Bronze and Silver Principal’s Awards at a whole school assembly in Semester 1 and again in Semester 2. Parents of these award recipients are invited to share a special morning tea at the College to celebrate this achievement with their daughters.

Students are awarded Gold Principal’s Awards at the end-of-year Presentation Evenings.

NOTE: Students are responsible for keeping their Awards and presenting them to gain a higher award. There will be no replacement of lost awards.

Fourvière Award
The Fourvière Award was initiated in 2016 to celebrate the Bicentenary of the Fourvière Pledge to declare the establishment of a most holy congregation of Marists dedicated to the Society of the Blessed Virgin Mary.

Each year at the College’s Chavoin Day Mass and celebration, the Fourvière Award will be presented to a student who:

  • displays an understanding of what it means to be Marist - to follow Christ as Mary did
  • strives to model the qualities of Mary through acts of humility, simplicity, hospitality, compassion, perseverance and presence
  • is mindful of the needs of others and is ready to welcome others and be of service
  • shows initiative and goes beyond in an unassuming way
8:48 am Assembly/ Homeroom
9:05 am - 9:55 am Period 1
9:55 am - 10:45 am Period 2
10:45 am Recess
11:05 am - 11:55 am Period 3
12:00 noon - 12:50 pm Period 4
12:50 pm Lunch
1:30 pm End of Lunch
1:35 pm - 2:25 pm Period 5
2:30 pm - 3:20 pm Period 6
3:20 pm Dismissal

Every girl in the school should take care in keeping her classroom clean and tidy and the school grounds free of rubbish. It is each girl’s responsibility to place her own rubbish in the bins provided.

Writing on walls, doors, desks is absolutely unacceptable. Any girl who deliberately marks or damages any school property should expect serious consequences.

It is essential that the school has up to date contact details to enable Parents/Guardians to be contacted in the case of an emergency.

A Change of Contact Details Form is available on the ‘Forms’ page on this website or from the College Office.

Upon receipt of the completed form, all College records will be changed.

Contact Information
8724 7300 (Reception)
8724 7399 (Fax)
cerdon@parra.catholic.edu.au (Email)

 

Business Hours
The College Office is open from
8:00 am – 4:00 pm
during School Terms

 

Parents wishing to make school fee payments at the College Office are asked to do so prior to 3:30 pm.

The College Newsletter is emailed to all parents who have provided the College with an email address via Smore and/or via the Skoolbag App.

You can also follow Cerdon College on Facebook, Twitter and Pinterest.

  • Parents
    Parent-Teacher Meetings are available to discuss your daughter’s progress.
    Should you have an issue to discuss, the Guidance Co-ordinator may be contacted and will direct your enquiry to the appropriate teacher(s). Please be aware that all teachers at the College teach a full load and are not immediately accessible for meetings, to take your call or reply to your email. In the event that you send an email, our Email Policy states that teachers will respond within 24 working hours (during school terms) of receiving the email. In the event of an emergency, please contact the College office on 8724 7300 during office hours. 

  • Students
    No student is to go to any staffroom door.
    If a need arises to see a teacher, a student should see the teacher on playground duty, or in cases of emergency, go to the College Office. Students can contact teachers outside of school hours for school-related matters via Google Classroom (preferred) or email. When contacting teachers via email, teachers will only respond to student enquires via the student's school email account. Teachers will respond within 24 hours of an email enquiry and during school hours (during school terms) only. 

Also refer to Parent-Teacher Meetings in this Handbook.

Mobile phones are for emergency use for out-of-school hours. All mobile phones are to be switched OFF at all times during the school day. Urgent calls by students or parents must be made via the College Office. The school accepts no responsibility for the loss or damage to electronic equipment.

All contact with parents during school hours MUST be made through Student Services.

Any student caught using such equipment will have it confiscated and it will need to be collected by parents before 4 pm as soon as practical. After 4 pm all confiscated phones will be placed in the school safe. Images taken of the school or of Cerdon students cannot be published without permission from the Principal.

The National Standards for Student Attendance require students to attend school each day from age 6 to 17. Family travel should be undertaken during periods of school holidays. If travel outside these school holiday periods is necessary, the Principal must be notified and may give Student Leave for short periods of time. All leave will be recorded as an absence from school. Any absence in excess of 50 days may mean that a student must enrol in Distance Education or may be required to repeat a school year.


Reason for Application for Leave

  • Family Travel of a short duration
  • Exceptional Circumstance
  • Participation in an elite sporting event for short periods of time (ie for one or two days and at short notice)

Your daughter will need to make sure that she arranges with teachers to find out in advance the topics she will be studying whilst she is absent from school, so that she can keep up-to-date on topics completed whilst she is on this period of leave. She must also make arrangements to complete any class work that she misses or submit any assignments that are due during the period when she is absent from school.

Most importantly, she MUST ensure that she arranges to complete any Assessment tasks due whilst she is away. This is an important requirement. She should speak to the Subject Co-ordinator for each of her subjects to make these arrangements before she leaves for this period of leave.

Applications for Leave are available on the 'Notes & Forms' link of our school website.

Every student is allocated a locker in the area appropriate to their year group.

Students are allocated a coded lock when they commence at the College and is used for the duration of their attendance at the College.

Students are strongly encouraged to remember their allocated code and use their lock to secure the items in their locker.

If a lock is lost or broken, a new lock may be purchased from the College Office.

On some occasions during the school year, students will be granted the privilege of wearing casual clothing to school. While this provides students with the opportunity to express their individuality, students must be aware of regulations required by WHS policies relating to student safety.

For further information please refer to the Mufti Day Policy in the handbook and on the 'Policies and Procedures' page of our website.

.
  • At all times
    Front entrance of College, carparks or driveways

  • At Recess and Lunchtime
    Inside classrooms, driveways, carparks, on top verandahs, all stairways, area near pool, technology building and oval - unless with a teacher

  • Visitors
    Students are not permitted to arrange for visitors to meet them on school property. Any visitor must report to the College Office.

Excursions and Incursions are an important part of the learning process. It is important that they run smoothly.

In the interests of simplifying our excursion procedures and to ensure all parents know what excursions are undertaken by a Year group and have a general idea of the yearly cost of excursions, all the excursions/incursions undertaken by a particular year group have been costed for the whole year and the cost has been divided into a per term fee placed on the school fee account for students.

An Excursion Permission Note outlining these pre-costed excursions is sent home at the beginning of each new school year. Parents are requested to sign and return this form for their daughter.

Parents will be notified of any additional School Excursions/Incursions via a Notification/Permission Note posted on the Skoolbag App.

Permission notes for any additional Excursion/Incursion will notify parents of a due date for the return of the permission note and monies. Students must ensure that they meet this deadline. Any student who does not meet this deadline will not be allowed to attend the excursion/incursion. Students who do not attend the excursion/incursion are still required to come to school.

As these additional Excursions/Incursions are costed well in advance, students who have paid but do not attend, will not receive a refund.

Parents are the most vital educative influence in the lives of their children. It is most important that parents and teachers work together. Parent-Teacher evenings are conducted during the year for each Form and all parents are urged to attend. Bookings can be made via School Interviews and the code is shared with parents and students prior to the evening through the Skoolbag app. 

In addition, Information Nights are held for parents and students at various times during the year to discuss and explain the structure of the curriculum and to guide students in their choice of subjects and levels.

Parents or guardians desiring an interview in addition to the above are encouraged to do so through the Guidance Co-ordinator and are requested to make an appointment by telephone on 8724 7300.

All parents are reminded that students are not to be dropped off or picked up from the Sherwood Road or Kenyons Road staff carparks at any time.

Parents are reminded that at the beginning and end of the school day, the area is congested and you are advised to get your daughter to walk to your car if you are picking her up from school. Parents should not be entering the school grounds at the beginning or end of the school day.

Parents are also reminded that Police and Council Parking Rangers are very active in this area and they will not hesitate to fine you for inappropriate parking or driving within the designated school zone. At NO time should any student be dropped off in the TWay Bus Lane on Sherwood Road or at the BP Service Station. All students and parents should be crossing Sherwood Road at Pedestrian traffic lights only.

Parents are asked to be considerate of neighbours, by not parking in or across driveways and at no time driving into private dwellings. Picking up students will be much quicker for all parents if we encourage all students to walk a little further to meet parents in safe places on Kenyons Road, Duffy Street and Bristol Street.

Catholic schools receive funding from both state and federal governments as well as contributions from parents via the payment of school fees.

There are three levels of annual fees to be paid:

  • Diocesan Tuition Fees set by the Catholic Education Office
  • Diocesan Building Levy set by the Catholic Education Office
  • Service fees set by each school.

Catholic schools aim to keep their fees as low as possible, and can provide flexible payment arrangements for families. Students who meet enrolment criteria will not be refused enrolment because of a family’s genuine inability to afford school fees.

School fees are charged on an annual basis and statements are issued by Catholic Education Diocese of Parramatta (CEDP) in Terms 1, 2 and 3 of the school year – due by the date on the statement. As well as school fees additional amounts are charged. There are 6 amounts. These are the Diocesan School Building Levy which covers all the students attending systemic Catholic schools in the Parramatta Diocese and is payable to the school attended by the oldest child. The P&F School Improvement Fee and Maintenance Fee are payable for each family where the daughters are attending Cerdon College. Administration and Subject Fees include costs relating directly to the classroom or extracurricular activities and vary depending on the year the student is in. The cost of all whole Year Group Excursions are included in school fee accounts.

If you are experiencing financial difficulty and wish to discuss payment options, please contact the Finance Manager – Fees on 8724 7308. It is desirable that this course of action be addressed as soon as possible to allow time for a suitable payment plan.

Fees may be paid using the following options:

  • BPay (preferred option)
  • Post Billpay
  • Direct Debit (contact Finance Manager – Fees on 8724 7308 to arrange)
  • EFTPOS, Credit Card, Cheque and Cash payments may be made at the College Office (between 8:00 am – 3:30 pm)
  • Credit Card payments may also be made over the phone (contact the Finance Manager – Fees on 8724 7308 for this option)
  • Payments can be made weekly, fortnightly or monthly (discuss with Finance Manager – Fees on 8724 7308 for this option).

Students may refer themselves to the Student Counsellor or may seek an interview at the suggestion of a teacher, a parent or a friend.

Parents may seek advice from the Student Counsellor about their daughter’s progress or well-being.

The Student Counsellor may be contacted at school on 8724 7322.

Parents are issued with a Student Report as an indication of their daughter’s progress in Semester 1 and Semester 2 of the school year These reports are distributed prior to Parent/Teacher Nights in Semester 1 and at the end of the school year in Semester 2 for Years 7-10. Semester 2 Reports for Year 11 and 12 are distributed in November and September respectively.

Report Statements of Achievement
The context for these statements of achievement is provided by a table of the report criteria that is presented on the reverse side of each individual subject report. On this table the statements of achievement of the student are highlighted so that parents and students are able to see a pattern of achievement in terms of the NESA Common Grade Scale presented below:

A Excellent Achievement The student has extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B High Achievement The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills in most situations.
C Sound Achievement The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
D Basic Achievement The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
E Elementary Achievement The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Teachers are available to discuss your daughter’s progress and their Report at Parent/Teacher Interviews in Semester 1 of the school year.

Years 7 - 10 Semester 1 and 2 Reports
The report provides you with information on your daughter’s progress in relation to her achievement of each of the outcomes for each of the subjects she has undertaken this semester. In addition, you have also been provided with her overall level of achievement in each of the subjects she has undertaken as indicated in the sample report below.

Year 7 Overall


The Overall Achievement descriptor has not been determined by the teacher averaging the number of each descriptors (Excellent, High, Sound, Basic and Elementary) achieved for each outcome. Teachers have worked closely to develop and use consistent “profiles” of typical student achievement at each level. These profiles have been developed in conjunction with individual subject report criteria and student work samples.

You will also be provided with a “Grades Summary“ document which provides statistics on the performance of all students in the particular year cohort undertaking particular subjects. The numbers of students achieving at various levels for each of the criteria is not determined by any mathematical formula or by pre determined numbers of descriptors but by the cohort’s achievement in a particular subject for that semester. The numbers of students achieving at each of these levels will vary from subject to subject, from cohort to cohort and from semester to semester. It also includes the numbers of students achieving at each level for “Overall Achievement.” For this sample cohort in Year 7 Music, five students achieved at the excellent level, nine at the high level, five at the sound level and two at the basic level.

Year 7 Report summary


Year 11 & 12 Semester Reports

Semester 1

You will notice that the Year 11 Preliminary Course and Year 12 HSC Cours Reports are similar. There is information on your daughter’s progress in relation to her achievement of the Preliminary or HSC outcomes in each of the subjects she has studied for the Preliminary or HSC course. In addition, there are raw marks for assessment tasks completed since the commencement of the course. The report contains a Half Yearly Examination Mark, Exam Position, and a Progressive Rank for the HSC. Year 11 do not sit Half Yearly Preliminary Exams however. You will find an explanation of this information below.

Semester 2
You will notice that the Year 11 Preliminary Course report has a very similar structure to the Half-Yearly Report. There is information on your daughter’s position in relation to her achievement of the Preliminary outcomes in each of the subjects she has studied for the Preliminary Course. In addition, there are raw marks for assessment tasks completed since the Half Yearly report, an Exam Mark and Exam Position and her Final Rank for the Preliminary Course. You will find an explanation of this information below.

The Year 12 Semester 2 report has the same structure as the Year 12 Half Yearly Report. There is information on your daughter’s progress in relation to her achievement of the HSC outcomes in each of the subjects she has studied for the HSC course. In addition, there are raw marks for assessment tasks completed since the Half Yearly Examinations, a Trial HSC Examination Mark, Position, and the Final Course Rank. You will find an explanation of this information below. Rank order notices are also available from Students OnLine (NESA). It is advisable that students check there when they become available (closer to the end of the HSC Examinations).

semester 2


Vocational Education & Training (VET) Reports
If your daughter is studying a VET (Vocational Education and Training) course she will receive a different report to the outcomes based report. This is because VET courses are competency based courses where students work to develop the competencies and knowledge described in each Unit of Competency. There is no mark awarded in competency based assessment, they are simply assessed as ‘competent’ or ‘not yet competent’. Students will be progressively assessed and at this stage of the process, VET students are assessed as:

  • N/A - Competency not yet attempted
  • D - Developing skills in this competency, or
  • C - Competent in the stated competency.

They will also receive an assessment percentage for the examination as well as a record of the work placement hours completed thus far.

Textbooks
Students are issued with a list of Textbook requirements at the end of each school year to order for the new school year. Year 7 students for the following year are allocated their book list on Orientation Day.

The preferred supplier for the College is Campion Books. Parents are able to order and pre-pay for their daughter’s textbooks via credit card. Textbooks are packaged by the company and made available for collection from the College. Details of the collection date and time are provided on the Booklist order form.

Parents are also able to order online with Campion Books.

Stationery
Stationery lists for the following school year are provided to parents of students in Years 7-11 with the Semester 2 Reports. New Year 7 students for the following year will be given their stationery list on Orientation Day.

BYODD Program
Each student requires an Apple iPad (Fifth Generation) with a minimum of 128Gb of memory. The device will be enrolled onto our wi fi network and we will manage all app purchases (if required). We strongly recommend that you purchase a cover and a screen protector and have the iPad clearly labelled with your daughter’s name. We would also suggest investing in AppleCare, Apple’s extended warranty for their devices.

Public Transport
Opal Cards are issued in accordance with the regulations outlined by Transport for NSW and on the condition that they are used only on the route for which they were issued. Opal Cards may be withdrawn if these conditions are not fulfilled.

Driving to School
Only Year 12 students are permitted to drive to school. Permission forms are obtained from the Guidance Co-ordinator and must be completed and signed by parents before a student is permitted to drive to school. 

  • No passengers are to be carried by drivers without the permission of the Senior Guidance Co-ordinator

  • No student is permitted to park in the College grounds during the school day. There are no exceptions

  • Students are not permitted to drive to any school sporting events, excursions, TAFE courses or cluster VET courses.

School-Based Policies

As a Catholic school educating in the Marist tradition, the College aims to provide a safe and secure school that is free from discrimination and intimidation. The College seeks to reinforce the values of care, consideration and respect for others. Students are expected to be witnesses to these Christian values both at school and within the broader community. The Cerdon College community takes the view that any form of bullying or harassment is unacceptable. Bullying is a breach of the School’s code of rights and responsibilities as stated in the Student Welfare Policy.

The College aims to create an environment of understanding and cooperation in which victims of bullying and bystanders are empowered to seek help. This document provides information and strategies that the College uses to address the issue of bullying.

What is bullying?
Bullying is any wilful, conscious behaviour intended to hurt another person, either physically or emotionally. Bullying may take many forms and can include:, verbal, non-verbal and physical bullying, victimisation, exclusion of others, interfering with a person’s property, and bullying through the use of technology.

Why isn’t bullying tolerated at Cerdon College?
As a caring Catholic community the College:

  • expects a high standard of behaviour at all times
  • encourages and positively reinforces behaviour which is courteous and considerate
  • is committed to striving to provide a safe and caring environment for everyone, where the right of every person to be free from all forms of bullying is observed.

Why is Bullying a serious issue?
Bullying is not acceptable. As a student of Cerdon College, it is not only your right not to be bullied, but your responsibility to report bullying, whether it happens to you or to someone else.

Who are the bullies?
Anyone can be a bully. We all have the capacity and, occasionally, the inclination to hurt others.

Any person who wilfully hurts someone else by causing either physical or emotional pain is a bully. Some bullies do the hurting themselves, some are ringleaders and some are members of a group. Often bullies justify their behaviour by saying they were only teasing another or having fun. If the person being teased does not like it, or want it, and yet others persist with it, then it is a clear case of bullying.

What can you do if you are bullied?
As the victim of bullying, you can:

  • tell the bully to stop
  • leave the area and go directly to tell a teacher
  • talk about it with your friends or family
  • seek advice from other students, your SRC representative or the College prefects
  • seek advice from the many adults at school who want to help you. You can talk to your teachers, your Guidance Coordinator, the College Counsellor or an Assistant Principal.

What can you do if you are aware that someone is being bullied?
Everyone is responsible for creating a safe school environment. Therefore you should:

  • intervene when the bullying occurs by simply asking the person to stop
  • report the incident to a teacher immediately
  • offer support and friendship to the person being bullied
  • encourage the victim of bullying to report the incident and seek help from staff, family or a prefect.

What strategies are in place to address bullying at Cerdon College?
The College provides clear strategies for dealing with bullies. Cerdon College:

  • is educating the girls about issues related to bullying behaviour
  • offers support to all students through our pastoral care system
  • has a policy for detecting, preventing and dealing with bullying
  • implements a set of consequences when bullying occurs.

What are the consequences when bullying occurs?
The consequences for bullying are that:

  • every allegation of bullying is thoroughly investigated
  • written records of incidents are kept on the student’s’ file
  • behaviour will be referred to the Guidance Coordinator, Assistant Principal or Principal
  • future behaviour may be monitored by the Guidance Coordinator
  • counselling will be given about appropriate behaviour
  • parents may be contacted
  • a detention and/or community service may be given
  • behaviour modification programmes may be implemented
  • school privileges may be withheld
  • the students(s) may be suspended from school
  • the students(s) may be excluded from class or school.

Assessment of a Student’s Progress
Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment can be used for a number of key purposes, including to:

  • assist student learning
  • evaluate and improve teaching and learning programs
  • provide information on student learning and progress in a course in relation to the syllabus outcomes
  • provide evidence of satisfactory completion of a course
  • report on the achievement by each student at the end of a course.

Assessment Tasks and Exams
Each subject department has its own policy regarding across-the-board tasks and exams. Students should be given sufficient notification of such exams and the components to be tested in each. Students failing to complete such tasks or exams, because of illness or other misadventure, will be required to present a doctor's certificate or written evidence. Students may be asked to sit a substitute task (at the discretion of the Studies Co-ordinator).

Absence from Assessment Events or on the Due Date of an Assessment Task
Year 7-9
Attendance at all assessment events or examinations is compulsory. In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed: Students must notify by phone the Guidance Co-ordinator on the morning of their absence. The Guidance Co-ordinator will in turn notify the relevant Studies Co-ordinator. Absence with good cause, with written evidence or a Doctor’s Certificate, will be accepted at the discretion of the Studies Co-ordinator. This evidence and the assessment task must be handed to the Guidance Co-ordinator before 9:00 am on the day the student returns to school. A student absent from an examination or assessment event must report ready to sit for it on her first day back to school.

Year 10-12
Attendance at all assessment events or examinations is compulsory. The NSW Education Act (1990) requires every child from 6 years to 17 years of age to be at school every day the school is open. The only acceptable reason for an absence is an illness that is fully documented. It is never acceptable for a student in Years 10, 11 or 12 to take a family holiday or overseas travel during the school term. If a student is absent on a family holiday, or overseas travel during the school term and misses an Assessment Task, Event or examination no marks will be recorded for that Assessment Task, Event or examination.

Absence from a Year 11 or Year 12 assessment event or examination owing to Illness or Misadventure may result in the student being removed from the course rankings until the end of the course. In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed:

  • Students must notify by phone the Guidance Co-ordinator on the morning of their absence.
  • The Guidance Co-ordinator will in turn notify the relevant Studies Co-ordinator
  • In the case of an illness, a Doctor’s Certificate is required which must cover the period of illness and must be handed to the Guidance Co-ordinator before 9:00 am on the day the student returns to school.
  • This should accompany the task. In the event of an absence from an assessment event or exam, the student will complete the task on their first day back at school.
  • The student is required to complete an Illness and Misadventure Appeal form.
  • They will attach their relevant documentation and/or a written statement to the form and give it to their Guidance Co-ordinator.

Late Submission or Failure to Submit/Complete Assessments
Students who fail to submit or complete an assessment, without sufficient reason, or without following correct procedure as outlined above, will be awarded a zero. Work submitted more than three days after the due date will also be awarded a zero. Students will be issued with a warning letter for a ‘N’ determination.

Application for an Extension
Students seeking an extension on the due date of an assessment task must see their Guidance Co-ordinator at least one week prior to the original date.

Substitute Assessment Tasks
Substitute Assessment Tasks may be given at the discretion of the Studies Coordinator.

Academic Honesty
A student’s mark is determined by the quality of the work produced by the student only. Any take-home assessment task or submitted work must formally acknowledge any words, ideas, designs or workmanship of others used in producing the work. It is the student’s responsibility to ensure that all unacknowledged work is genuinely their own.

Students are encouraged to incorporate research from a variety of sources but sources must be clearly acknowledged through an annotated bibliography and/or footnotes. Failure to acknowledge such sources, constitutes plagiarism.

Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. It includes, but is not limited to:

  • copying someone else’s work in part or in whole, and presenting it as their own
  • using material directly from books, journals, CDs or the internet without reference to the source
  • building on the ideas of another person without reference to the source
  • buying, stealing or borrowing another person’s work and presenting it as their own
  • submitting work to which another person such as a parent coach or subject expert has contributed substantially
  • using words, ideas, designs or the workmanship others in practical and performance tasks without appropriate knowledge
  • paying someone to write or prepare material
  • breaching school examination rules
  • using non-approved aides during an assessment task
  • contriving false explanations to explain work not handed in by the due date
  • assisting another student to engage in malpractice.

In the event that academic malpractice is suspected, the onus rests with the student to provide evidence that the work is entirely their own. Such evidence might include, but is not limited to the student: providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

In the first instance, the teacher marking the assessment will investigate the nature and extent of the malpractice and then refer the matter to the relevant Studies Co-ordinator. Penalties range from a deduction of marks to the amount of a zero mark when the teacher determines that the extent is such that little or no part of the task is original in nature.

Parents will be informed in writing of all matters relating to the nature and the extent of the malpractice.

For HSC Students ONLY
Throughout the assessment process, the highest level of integrity and honesty is required. Failure to meet this requirement may limit a student’s marks and jeopardise their HSC. From October 2013, all cases of school assessment malpractice must be reported, by the school, to the NSW Education Standards Authority and entered on the Register of Malpractice in HSC Assessment Tasks.

Cheating
A mark of zero will be accorded to the student found to be cheating or submitting, as her own, another's work, or who brings a mobile phone, electronic equipment or any notes into any Assessment Event or Examination.

Technology Failure
Technology failure is not an acceptable excuse for the late submission of a task. Students are encouraged to keep draft copies and notes related to assessment tasks which must be submitted in the event of technology failure. These will be regarded as final assessment submission.

Years 10, 11 and 12
The Stage 5, Preliminary and HSC Course assessment policies will be distributed to students at the beginning of the academic year. It will provide detailed assessment information.

Rationale
Regular attendance at school is essential if students are to achieve their potential. The NSW Education Act 2006 requires students to attend school on each gazetted school day between the ages of 6 and 17 years.

Aims
Schools in partnership with parents are responsible for promoting regular school attendance. Parents are legally responsible for the regular attendance of students but schools, as part of their duty of care, must regularly monitor school attendance.

Guidelines
Daily attendance is taken at 8:48 am to 9:05 am in Homeroom.

Any absence from school must be supported by a note from the parent advising the reason for the absence on the first day of return from absence.

Any request for Leave must be requested in advance of the Leave period. Periods of Leave over 10 days require parents to provide itineraries, copies of tickets and completion of the Leave Form. Any Leave request will be formally acknowledged by the College Principal.

From time to time, students or parents will have concerns or issues they wish to raise with staff at Cerdon College.

These concerns may be about issues such as your daughter’s progress in class, how she is relating to her classmates or even disagreement with Cerdon College’s policies or procedures.

It is important that if you have any concerns about your daughter you ensure that Cerdon College is contacted immediately.

If the issue is about your daughter’s progress at school, please contact the office on 8724 7300 and arrange an immediate time for an interview with your daughter’s Guidance Coordinator.

 

SCHOOL-BASED PROCESS FOR RESOLUTION OF A COMPLAINT

FlowChartv2

For other general curriculum concerns, please contact Assistant Principal, Teaching and Learning, who is also available to address any concerns about Years 10, 11 and 12 Assessment issues relating to school reports, or students courses of study.

For concerns relating to student welfare and social development please contact the Assistant Principal, Mission and Administration.

If you have any other issues or concerns, please feel free to contact the Principal directly to discuss the issue or make an appointment to address your concern.

Cerdon College works hard to ensure that students can improve their learning outcomes in a safe, supportive environment and your support of the College is important to continue to build the Cerdon Marist community.

P & F Meetings are held on each Monday Week 3 Terms 1 to 4 at 7:00 pm in the College Library and are an important venue to raise concerns or reaffirm Cerdon College in the way it is meeting the needs of its students.

Cyberbullying is the use of information and communication technology to deliberately hurt, harass, threaten or intimidate someone. Just like other forms of bullying, it is about human relationships, power and control. Those who bully others are trying to establish power and control over those they perceive as weaker than them. Cyberbullying can occur in different forms, such as text, video or image, and can be conveyed using a range of modes, such as e-mail, instant messaging (IM), chat rooms, mobile phones, social websites, weblogs (blogs) and on-line personal polling sites.

Suggestions on handling Cyberbullying for Students

  • do not respond to the abuse.
  • do not engage with the abuse, rather leave the area, stop the activity or block the sender.
  • talk to someone about it, ignoring bullying may lead to it becoming worse. Tell an adult you trust, ie your parents, a teacher, a tutor, House Coordinator, Assistant Principal or Principal.
  • keep records or print outs of messages or a screenshot to help identify the bully and show these to whomever you have reported the incident.
  • get a new number or account it necessary and only give it to one person at a time.
  • ·never give anyone access to your accounts or give your usernames and passwords.

Suggestions on handling Cyberbullying for Parents

  • place and keep home computers in an open, common area.
  • inform Internet Service Provider (ISP) or Mobile Phone Service Provider of any abuse.
  • keep records for evidence by saving or printing out messages or keeping a screenshot and not the time and date.
  • install parental control programs on home computers that provide filters for both instant messaging and chat rooms.
  • report serious incidences to the police.
  • finally, make a note of the date, time, location, e-mail address and name (nickname or real) and any other information that you think might be useful by Saving the file or taking a screenshot of the posting.

Homestudy is a very important part of the learning process. It is expected that the students’ learning will be further developed as well as promoting initiative, personal responsibility and accountability. 

Homestudy aims:

  • To enrich learning.
  • To encourage students to be responsible for their own learning which extends beyond the classroom.
  • To reinforce and extend what has been taught in the classroom.
  • To assist in the formation of positive learning habits.

Homestudy has two components. These are:

  • homework - any activity which has been set by the teacher to be completed by a set date. This includes formal and informal assessment. It is important that this work is carefully completed.
  • homestudy - any activity other than homework, which reinforces work done at school. It should include regular reading of novels and texts, and practice of example or sample questions.

Homestudy Timetable

The following are recommended amount of homestudy required:

  • Years 7 – 8                  1-1½ hours (minimum 4 days per week)
  • Years 9 – 10                1½ -2 hours (minimum 4 days per week)
  • Years 11 – 12              2½ - 3 hours (minimum 5 days per week)
Students in Years 7-12 are required to complete homework tasks and homestudy over weekends.

On some occasions during the school year, students will be granted the privilege of wearing casual clothing to school. While this provides students with the opportunity to express their individuality, students must be aware of regulations required by WHS policies relating to student safety. Students will be required to undertake normal learning activities in classes and their dress must afford them the same protection that their school uniform and school shoes provide. With this in mind, students should ensure that their casual dress abides by the following:

  • Shorts and dresses must be no shorter than mid-thigh length and shoes must be enclosed
  • Clothing should not display any offensive slogans or images
  • No mid-riff tops are to be worn where the stomach is exposed, nor should under garments be visible
  • Singlets must have a thick strap, that is, no 'spaghetti strap' tops
  • Hair is to be tied back and normal rules regarding make up and nail polish still apply.

With this in mind, certain speciality subjects require added notes. In the case that a student has a science or technology subject, leather enclosed shoes are to be worn and for practical PE lessons the school PE uniform and sports shoes are to be worn.

Philosophical Basis
As a multicultural Marist community which seeks to live out the values of Christ in a caring and supportive environment, we believe that:

  • pastoral care at Cerdon encompasses the total care and development of each member of the community
  • fostering positive relationships is characterised by justice, where the dignity of all members is respected
  • all members are entitled to a safe and pleasant environment that is conducive to learning and teaching
  • all members should be encouraged to develop as a whole person: spiritually, emotionally, educationally, socially, culturally and physically.

Aims/Goals
Pastoral care promotes a development of:

  • a community where everyone is responsible for pastoral care
  • people of faith
  • life-long learners who can accept the challenges of the future in the modern world
  • a life-giving focus that enables all members to grow, to be affirmed in their dignity and worth as persons, to appreciate themselves and to develop skills in building personal relationships
  • opportunities that challenge each individual’s God-given gifts and abilities
  • an acceptance of rights and responsibilities
  • self-discipline and motivation in individuals so that they are critical thinkers and individual learners
  • an adaptive learning environment which meets the needs of widely differing groups of students.

Guidelines
Supportive relationships between members of the Cerdon school community need to be established and appropriate structures should be developed which enable the establishment of an effective care network. Pastoral Care is the responsibility of the whole school, with the Principal being responsible for providing effective pastoral care of its members by establishing and guiding the process.

The following specific roles and responsibilities have been established for the provision of this:

  • Assistant Principal: Mission and Administration
  • Guidance Coordinators
  • School Counsellor.

Rationale
All students have the right to attend a school which is free of illegal substances and dangerous items. In responding to the impact of illegal drugs and dangerous items, this policy attempts to strike a balance between the rights of the individual students and members of the families concerned and the rights of the broader Cerdon College community. Because our school values the worth of each child, responses to individual situations will be made in the light of the gospel values of justice, compassion and forgiveness.

Aims

  • To ensure the safety and welfare of each student in addressing the issue of illegal substances and dangerous items.
  • To implement an educational program on the dangers of the use of illegal substances.
  • To inform all members of the Cerdon College community of the school’s expectations in the area of illegal substances and dangerous items.
  • To outline the processes involved if any student brings to school or uses illegal substances at the school, in the immediate vicinity of the school, travelling to or from school, or to school activities, or if she is suspected or accused of doing so.
  • To outline the processes if any dangerous items are brought to school.

Guidelines
All members of the school community are to be informed about the school’s policy on the use of illegal substances and dangerous items.

The flowchart attached provides a response to an allegation or suspicion of illegal substances. Some underlying principles of the actions are:

  • If there is evidence of a serious offence, the Principal is required to contact the police. A serious offence is defined by the Crimes Act as one which involves imprisonment of at least five years. CEDP Policy outlines offences which are regarded as serious matters and must be reported to the police. The Principal may contact the police even if the matter is not within the category of serious offences.

  • A search of a student’s belongings – bag and or desk/locker may occur if the Principal has reasonable grounds to believe that a student is in possession of a dangerous or illegal item. It is a condition of enrolment at Cerdon College that such searches are permitted. The Principal may also ask a student to empty her pockets, and the police may undertake a body search if required.

  • Any student who faces an allegation of involvement with illegal substances is entitled to a fair hearing, including the right to present her case. In the initial interview, the purpose will be to gather information, not to make decisions. When the decision is made, the student has the right for her parents, or a delegate, to be present at interview.

  • The options available to the Principal in responding to a student’s use of illegal substances include all those normally available in other student management situations. These include internal responses, suspension, transfer or exclusion. Relevant CEDP procedures will be followed.

  • The Coordinating Pastor for Cerdon College will be informed when a student’s place in the school is in jeopardy. The Principal would normally keep the pastor of the student’s own parish informed as a support to the student and her family.

  • The student’s right to her good name is recognised, and the right to confidentiality is respected.  The Principal has the discretion as to what information is released to the broader community.

  • Staff members working closely with affected students will be informed about incidents involving drugs. The amount of information made available to the general staff will be at the discretion of the Principal.  

  • No staff should speak to the media about any incident which involves the school. The Principal will be the sole spokesperson for the school should media attention be attracted.

  • An essential element of any Christian response will be to provide support for those affected.

  • An education in the dangers of the use of illegal substances and dangerous items is part of the formal curriculum at the school.

Resources

  • CEDP policy Statement Policy, procedures and resources for matters involving students and illegal substances.
  • Student Services
  • Community Agencies
  • Drug Education Resources

Discretionary Basis
The above procedures will be followed at all times where possible but may be varied if required at the discretion of the Principal. While the above only applies to illegal substances, all students would be aware that the use of alcohol and cigarettes would also have serious consequences.

 

Cerdon College is a Catholic secondary school for girls, established by and educating in the traditions of the Marist Sisters. Our school celebrates the uniqueness of each person and is committed to providing each student with a learning environment, which is comprehensive and challenging. We are a multicultural community which seeks to live out the values of Christ in a caring and supportive environment. As a community of students, staff and parents, we believe that we have the following rights and responsibilities.

Student Rights

  • To be treated justly and to be valued as an individual
  • To feel safe and secure and to be free from discrimination and intimidation
  • To be provided with a safe and healthy school environment
  • To have a positive and supportive atmosphere that is conducive to learning
  • To be provided with a quality education which caters for individual differences in ability and talents and develops the whole person.

Student Responsibilities

  • To treat others justly and value them as individuals
  • To contribute to a safe and secure school that is free from discrimination and intimidation
  • To work together to maintain an environment which is safe and clean
  • To have a positive and responsible attitude towards learning and to respect the right of all students to learn
  • To promote and enhance a positive image of the school by observing all school rules.

Staff Rights

  • To be treated with respect by all members of the school community
  • To work in an atmosphere which is healthy and safe and conducive to teaching and learning
  • To have access to resources and professional development which enhances teaching skills and skills in caring for students
  • To be supported in an appropriate way in dealing with student welfare issues
  • To be part of a caring, learning environment which encourages development of Christian values.

Staff Responsibilities

  • To show respect for all members of the school community
  • To contribute to the creation of an atmosphere which is healthy and safe and conducive to learning
  • To use resources and professional development which enhances teaching skills and skills in caring for students
  • To respond in an appropriate way in dealing with student welfare issues
  • To foster a caring, learning environment which caters for individual students’ needs and encourages the development of Christian values.

Parent Rights

  • To know that their daughters will be treated justly and be valued as individuals in the light of Christian values
  • To be kept informed of events occurring at the school
  • To be consulted via appropriate forums on relevant matters concerning their daughters and their education
  • To be heard and have their opinions valued and respected in matters relating to their daughters’ education, welfare and spiritual development.

Parent Responsibilities

  • To work in partnership with the staff to ensure the best possible education for their daughter
  • To inform the school of any matters which may impact on their daughter’s welfare
  • To support the school in appropriate ways in the programs which it offers
  • To work with the school in the implementation of rules and regulations
  • To meet their obligations in relation to all matters relating to their daughter’s education.

From time to time the Homeroom teacher, Guidance Coordinator and Assistant Principals work together with parents to bring about a resolution of a specific problem. The Principal may be involved if serious infringements against the rights of others have occurred.

The immediate consequences of inappropriate behaviour in the classroom are initiated by the classroom teacher. Where additional support is required the teacher may call on the Guidance Coordinator or, for curriculum matters, the relevant Studies Coordinator.

Counselling is part of the Pastoral Care process. Students may be counselled by a teacher, Guidance Coordinator, Assistant Principal, School Counsellor and Principal. Counselling aims to bring about evaluation and self reflection until a student recognises her mistake and makes a commitment to change the behaviour in the future.

Restorative Practices at Cerdon College
At Cerdon College, Restorative Practices provide the school with a framework for management of students that moves away from a traditional punitive response. While providing limits and consequences, it looks for ways to repair the damaged relationships and improve existing relationships. Restorative Practices fits within our Marist Charism.

To lay the foundations for a Restorative school, Cerdon College focuses on a culture that embraces collaborative relationships: shared philosophies, ideologies, values, assumptions, belief, expectations, attitudes and norms that knit a community together. This collaborative culture embraces Cerdon College’s three R’s – Relationships, Relevance, Responsibility.

The Student Welfare Policy at Cerdon College is based on these restorative practices which:

  • Ÿare primarily concerned with building and maintaining relationships
  • Ÿprovide a continuum of strategies for social and emotional learning
  • Ÿfocus on repairing the harm done to people and relationships
  • through structured dialogue encourages students to be accountable for their behaviour and take responsibility for their actions

The Principles of Restorative Practice at Cerdon College

  • Foster student awareness of how others have been affected by actions
  • Involves students actively. Instead of simply punishing, in a Restorative intervention the student is asked to speak. They face and listen to those who have been affected by their inappropriate behaviour. The student is held accountable for their behaviour.
  • Accept ambiguity. Often fault is unclear and people can agree to accept the ambiguous situation.
  • Separate the deed from the doer. We can recognise a student’s worth, their virtues and accomplishments while disapproving of their inappropriate behaviour.
  • See every instance of relationship breakdown or conflict as an opportunity for learning. Negative incidents can be used constructively to build empathy and a sense of community.
  • Restorative practices are systemic, not situational. Every attempt on an individual level to use these principles is well supported by the entire school community.

Cerdon College as a school community understands that:

  • Student mistakes are inevitable and we need a way of processing these, that is beyond punishment so that learning occurs
  • We need to encourage our students to think for themselves, so that their behaviour is not motivated by an avoidance of punishment
  • Education is about relationships and relationships have inevitable conflict, which require healing
  • Teachers are a part of a process of restoration of relationships
  • Parents need to understand that we all have a commitment to the needs of their daughters and that their daughter’s negative coping is a normal behaviour
  • The language of Restorative Justice is important in our school so that dialogue is meaningful.

At Cerdon College, persistent attempts at interventions, which do not appear to work, does not equate with failure. At times several attempts are required to rebuild relationships.

The Restorative Principles at work at Cerdon College are:

  • Inclusiveness
  • Flexiblity
  • Problem Solving
  • Empowering students, parents and teachers
  • Forward looking
  • Optimistic

Cerdon College has a strict ‘Hands Off’ policy which supports the right of every student to a safe school environment. Any form of physical violence is likely to result in a school suspension.

Suspension from school is a severe sanction for breaking school rules in serious circumstances such as truancy, smoking, use of illegal substances, physical violence, ongoing and deliberate bullying or for repeated disregard of school rules. In certain cases a student’s enrolment in the College may be in jeopardy, with the student placed on a Conditional Enrolment Contract.

Actions and consequences A

  • We have a responsibility to treat others justly and value them as individuals.
  • This leads to a school where individuals are happy, feel safe and are free to learn.

Failure to…

speak respectfully to others

For example: swearing, rudeness, interrupting, put-downs etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿan apology
  • Ÿcounselling
  • Ÿa detention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to speak respectfully to others in the future

Failure to...

behave respectfully towards others

For example: rudeness, disobedience, disruptive behaviour, intimidation, physical or emotional bullying etc.


May lead to...

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿan apology
  • Ÿcounselling
  • Ÿa detention
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿexclusion from school events/excursions

and a commitment to behave respectfully towards others in the future


Failure to…

respect the property of others

For example: stealing, hiding, damaging, depleting or breaking items, defacing property, invading privacy etc.


May lead to…

  • Ÿan infringement notice
  • Ÿan apology
  • Ÿcounselling
  • Ÿrestitution &/or compensation
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿpolice being informed

and a commitment to respect the property of others in the future

 


Actions and consequences B

  • We have a responsibility to: contribute to a safe and secure school that is free from discrimination and intimidation.
  • This leads to a school where students feel safe and they feel they belong to a community where the Marist spirit is modelled and each member of the community is respected and not judged.

Failure to…

create a safe and secure environment

For example: physical violence, abuse, aggressive language, threatening behaviour, phone pranking, internet intimidation etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿpolice being informed

and a commitment to create a safe and secure environment in the future.

Failure to…

respect the multicultural and individual differences in our school community.

For example: racist remarks, defacing property, discriminating against individuals who are different, excluding students on the basis of their race or individual differences etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to respect the multicultural and individual differences in our school community in the future.

Failure to…

treat others respectfully in the Marist tradition

For example: bullying, name calling, excluding others, verbal abuse, spreading rumours, intimidating behaviour etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to treat others respectfully in the Marist tradition in the future.

 


Actions and consequences C

  • We have a responsibility to work together to maintain an environment which is safe and clean.
  • This leads to a school where the environment is clean and safe for students to enjoy.

Failure to…

respect the school grounds

For example: vandalising, defacing property, being in an out of bounds area, making a mess in the toilets etc.

May lead to…

  • Ÿan infringement notice
  • Ÿrestoration
  • Ÿcounselling
  • Ÿdetention
  • Ÿcompensation
  • Ÿparent involvement
  • Ÿsuspension for deliberate acts

and a commitment to respect school property in the future

Failure to…

keep classrooms and playground clean

For example: leaving area untidy, not actively maintaining area of responsibility, littering etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcleaning up the mess
  • Ÿextra duties
  • Ÿlunchtime clean up detention
  • Ÿafter school detention

and a commitment to keep classrooms and the playground clean in the future

Failure to…

report unsafe areas

For example: failing to report damaged property, broken windows, broken desks etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿcreating a sign
  • Ÿsafety education

and a commitment to report any unsafe areas in the school in the future

Failure to…

support the school’s environment policy

For example: not recycling, putting rubbish in recycling bins, wasting paper etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿworking with the environment group
  • Ÿcreating a poster to encourage recycling

and a commitment to support the school’s environment policy in the future

 


Actions and consequences D

  • We have a responsibility to have a positive and responsible attitude towards learning and to respect the rights of all students to learn. 
  • This leads to a school where everyone is treated equally and given equal rights.

Failure to…

punctually attend all lessons

For example: not coming to school, missing classes, missing detentions, arriving late to class without a valid reason, arriving late to Assembly etc

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿin- school detention
  • Ÿparent involvement
  • Ÿsuspension
  • Ÿattending school on a pupil-free day

and a commitment to punctually attend all lessons in the future

Failure to…

respect the rights of oneself and other students to learn

For example: failing to do set work, being rude and inconsiderate to others in class, coercing other students, disrupting the lesson etc.

 

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement

and a commitment to respect the right of other students to learn in the future

Failure to…

respect the teacher’s role in the classroom

For example: being rude and inconsiderate to the teacher, disrupting the lesson, refusing to follow directions, completing other work instead of set work, using mobile phones etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension
  • Ÿconfiscation of mobile phone

and a commitment to respect the role of the teacher in the classroom in the future

 


Actions and consequences E

  • We have a responsibility to have a positive and responsible image of the school by observing all school rules.
  • This leads to a school where staff and students are well regarded by the community

Failure to…

wear the school uniform correctly

For example: wearing incorrect shoes or socks, jewellery, make-up, incorrect school bag, incorrect sports uniform etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿuniform infringement notice
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension

and a commitment to wear correct uniform in the future

Failure to…

act as an ambassador for the College

For example: misbehaving on excursions, misuse of public transport etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿdetention
  • Ÿparent involvement
  • Ÿin school suspension

and a commitment to act as an ambassador for the College in the future

Failure to…

observe correct behaviour while travelling to and from school.

For example: failure to comply with school entry regulations, inappropriate behaviour while waiting for buses etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿdetention
  • Ÿparent involvement
  • Ÿin school suspension

and a commitment to observe correct behaviour in the future

Failure to…

comply with rules concerning restricted or prohibited items.

For example: misuse of mobile phones, use of white-out, chewing gum etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿinfringement notice in handbook
  • Ÿconfiscation
  • Ÿdetention

and a commitment to comply with rules in the future

Rationale
Australia has the highest rate of skin cancer in the world. Two out of three people in his country will develop skin cancer during their lifetimes. Up to 1,000 Australians die every year from this disease.

In an effort to reduce death and suffering due to the effects of the sun and to address the requirements of the Work Health & Safety Amendment Act 2000, a Sun Protection Policy has been devised.

It is important to remember that everyone in the work environment has a responsibility to support this policy. Skin and eye protection is important all year round, not just in summertime.

Aims

  • To encourage sun protection practices
  • To raise awareness of sun protection practices through appropriate and visible signage.

Guidelines

  • Assemblies are to be of as short a duration as possible especially during the summer months
  • Shade structures around school, including assembly area are provided
  • A ‘broad spectrum’ sunscreen with sun protection factor of 30+ is recommended
  • The Policy will be reviewed and evaluated by the Work Health & Safety Committee.

The College uniform has been chosen by students and parents. It is expected that it will be worn with pride. The girls themselves and the total school community benefit from the image of the girls in a high standard of uniform. All Uniform items should be in good condition.

Uniform length
The summer uniform is worn below the knee when standing; and the winter uniform should be calf length.

Blazers
Blazers are compulsory in Terms 2 and 3. At other times they may be worn to provide additional warmth. Jumpers without blazers must not be worn to and from school in Terms 2 and 3. Blazer sleeves are NOT to be rolled up.

Jumpers
When worn, jumpers should not be longer than the blazer. They must be royal blue V-necked style with the College Crest.

T-shirts and Spencers
T-shirts and spencers (plain white for Juniors and pale blue for Seniors) may be worn under the blouse for extra warmth, but must not be seen. No other colour is to be worn. Girls are not allowed to wear a roll-necked jumper or skivvy under the blouse.

Blouses
Blouses are white with College Crest for the Juniors and sky blue for the Seniors. Long sleeved garments are not to be worn under short sleeved blouses unless the College jumper is also worn.

Socks/stockings
Girls must wear sky blue ankle socks worn at ankle height with the summer uniform. Girls must wear black opaque pantyhose when the kilt is worn. Girls are not allowed to wear knee-high socks or footless tights. White socks are NOT to be worn underneath the tights.

School shoes
School shoes must be traditional black lace-up. Shoes should not have a heel higher than 3.5cms. They must have a sturdy, substantial non-slip sole (thin soles are not permitted). Shoes should not have coloured stitching, coloured laces, buckles or large silver/gold eyelets. The uppers of the shoes should be a thick (non flimsy) leather and be able to be polished. Ballet shoes, canvas shoes, gym boots, sneakers and soft leather shoes with thin soles ARE NEVER to be worn as they do NOT meet the Work, Health and Safety requirements. Students with incorrect shoes will be asked to purchase a new pair and may be withdrawn from class and the playground. Closed in shoes must be worn on mufti days and normal school shoes MUST be worn for practical lessons on mufti days. Thongs are NEVER to be worn under any circumstances.

The school bag
A Cerdon College schoolbag is compulsory for all students. A Cerdon College bag with wheels is available for students with health issues such as back problems. If an extra bag is brought for PDHPE (or other materials) it must be the PDHPE sports bag. The Cerdon College excursion bag is the ONLY bag permitted for excursions.

Jewellery
Only one pair of discrete earrings plain matching sleepers or studs discreet earrings, (worn in each ear-lobe) is allowed. Stretchers/spacers are not permitted. NO OTHER FACIAL PIERCINGS are permitted. Students may wear one small plain ring. A small necklace with a religious symbol is the only necklace permitted. Any other jewellery may be confiscated and parents required to collect it. Students are strongly advised not to wear any jewellery of an expensive or sentimental nature to school. Please note that jewellery can cause safety hazards in practical subjects.

Hair
Hair must be neat and tidy. Hair must be tied back at all times including mufti days. Students must have a conservative hairstyle and colour. The only change of colour permitted is a subtle lightening or darkening of a student’s natural hair colour. Any dramatic difference in colour or use of a different colour to the student’s natural colour is not permitted. Two tone hair is not permitted. Any student who has an extreme hairstyle or who has hair dyed in an unacceptable manner may be asked to remain at home until her hairstyle conforms with school regulations. Ribbons may be either royal blue, black or white. Wide head bands are not permitted.

Scarves
The regulation College scarf may be worn for extra warmth during Terms 2 and 3 only.

Make-up and nails
Make-up and nail polish, shellac, acrylic nails and gellish are not permitted. For WHS reasons, nails are to be short.

The PDHPE Uniform
The PDHPE Uniform is to be worn during practical lessons.

The school hat
The school hat is optional. However, the wearing of this is strongly encouraged. Sunglasses are not part of the school uniform.

Bike pants or track pants or pyjama pants or boxer shorts
Bike pants or track pants or pyjama pants or boxer shorts are not to be worn under the Summer Uniform dress or kilt.

Each item of uniform
Each item of uniform should be clearly marked with the student’s name.