Policies & Procedures

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.

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.

The purpose of this Policy is to establish a framework and provide directions for the administration of medication to students enrolled at the College.

This College acknowledges that the dignity, safety and wellbeing of students are central to the values underpinning the school. The College also recognises that it is responsible and accountable for ensuring, so far as is reasonably practicable, the health, safety, privacy and welfare of students enrolled at the school.

It is also acknowledged that, arising from the duty of care that schools owe to their students, there will be occasions when the administration of medication is necessary to support students during the course of normal College activities.

To meet its obligations Cerdon College is committed to:

• Providing practical support for the parents/caregivers of students who require medication during school activities
• Maximising the participation in College activities of students who require medication or special procedures for managing a health condition
• Optimising the health, safety and wellbeing of students

Parents are responsible for:

• Obtaining the relevant medication forms from the school and arranging for their completion and return
• Providing the medication in the original labeled container to the nominated staff member
• Ensuring the medication is not out of date and has an original pharmacy label with the student’s name, dosage and time to be taken
• Providing a request by parents and written instructions from a medical practitioner for medication that is not obtained on prescription, indicating:
• Name of student
• Condition for which the medication is required
• Guidelines for administration

Cerdon College is responsible for:

• Informing the College community of College procedures for the administration of medication and the management of health conditions
• Providing parents with relevant medication forms for completion
• Providing information to and training for staff on the administration of medication for the health conditions about which parents have notified the College
• Developing a management plan (in consultation with parents) for students who require long term medication or management of a health condition at the College
• Developing a safe system for the storage and administration of medication
• Keeping and storing records of all medication administered
• Developing procedures to manage particular medical conditions such as asthma, diabetes, ADHD, anaphylaxis and epilepsy
• Following protocols that incorporate safety and security considerations for students approved to self-administer medication and/or self manage a health condition
• Reminding students (where necessary) about taking medication

 

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

At Cerdon College we believe that a road safety policy provides a framework of common understanding for students, staff, parents/carers and the community who interact with the school to provide a safe environment.

Our Catholic School is a Christ-centred community with special regard for Mary and her life as an example for young women. We are committed to creating a Christian community characterised by a sincere respect, a shared concern and a sense of unity within the members of the school community. 

The intention of this policy is to ensure the health, safety and welfare of our students who use the services and facilities of this school. We do this by assessing the risks in the road environment around our school, developing practical school management procedures and ensuring that curriculum pertaining to all road safety issues is taught effectively to our students.

Environmental Statement

Cerdon College has a student population of approx. 1100 girls and is situated on the corner of Sherwood and Kenyons Rd Merrylands in the west of Sydney. Sherwood Rd and Kenyons Rd have significant traffic density at peak traffic times in the morning and afternoon. 

Students travel to and from the school by bus or private transport. Staff are able to park on site, however, there is limited parking for visitors. Students that drive to the College, those in Year 11 or 12, are able to park in neighbouring Duffy St. 

The following aspects are addressed in this policy to ensure that student safety is maximised as they travel to and from school.

• Traffic flow - Staff supervision is provided at crossings and bus pick up areas to ensure students are supervised during times of peak traffic flow.
• Supervision - Students are supervised upon leaving school and at bus pick up points. Bus pick up points exist on Kenyons Rd and Sherwood Rd.
• Pedestrian density - When arriving and leaving school, large numbers of students are required to cross Kenyons and Sherwood Rds. Supervision at these points addresses this issue and ensures students cross in an orderly fashion.
• Crossings - A crossing exists to facilitate pedestrians across Kenyons Rd. A set of lights exists for pedestrian crossing across Sherwood Rd. Staff supervision is provided at each point.
• Student Drivers - Student drivers are required to complete a Permission to Drive form. Students are encouraged to park in neighbouring Duffy St due to lack of parking space on the College grounds.
• School Car Parks - The College has deemed School Car Parks as out of bounds areas with a speed limit of 5km/h.
• Teacher Drivers - Teachers are required to park in marked spaces only and leave at 4pm to avoid peak pedestrian density. Teachers must abide by 5km/h limit within the bounds of school property.

Aims/Goals

At Cerdon College we aim:

• To provide a quality road safety education program that develops responsible road use, attitudes   and behaviours.
• To provide management procedures that aim to maximise student safety and the well being, health, and safety of all.
• To encourage the education of road safety issues in the wider school community, e.g.. Parents/carers, staff and visitors.

Curriculum Statement

At Cerdon College, our staff will develop and implement effective, sequential road safety education programs within:

• 7-10 PDHPE programs
• a pastoral care program

Our programs will make use of current NSW Roads and Maritime Services resources and will address the following road safety issues for our students:

• Pedestrian Safety - Outdoor Safety (Stage 4), The Party (Stage 5)
• Safety when using wheeled devices - Outdoor Safety (Stage 4)
• Passenger Safety - Outdoor Safety (Stage 4) and The Party (Stage 5)
• Driver Education - Going Out (Stage 4), The Party (Stage 5)

When it is appropriate we will make use of other suitable resources and incorporate them as part of an ongoing program. The use of additional resources will enhance the teaching and learning of road safety education to our students.

School Management Procedures

At Cerdon College, the staff will maximise the safety of students by ensuring safe arrival and dismissal from school, appropriate use of bicycles and the implementation of student driving policies and procedures.

Use of Vehicles

The transportation of students in the private motor vehicles of parents or staff is not recommended and should only occur when other feasible options do not exist. If students are required to attend school approved activities away from the school and use of a private motor vehicle is the only transport option, parents or staff may provide transport to and from the activity subject to the following conditions:

• The driver must be licensed. 
• The motor vehicle must be registered.
• Written permission from the parent(s) of the student being transported is obtained.
• The number of passengers in the vehicle must not exceed the number of seat belts or in the case of larger vehicles, the number of passengers that the vehicle may be licensed to carry.
• The driver is responsible for all passengers being properly restrained in a seatbelt or approved child restraint.
• The driver must conform to NSW road rules at all times.
• All drivers transporting students in private motor vehicles must have completed a Prohibited Employment Declaration prior to the activity.

Use of vehicles to transport students to approved school activities should comply with the checklist as outlined in the Safety Inspection Checklist: Vehicle/Transport (CSOHS Online).

Comprehensive vehicle insurance is not required. However, if staff use their private motor vehicle on a regular basis for transporting students to school activities and the car is insured for private use only, it is suggested that confirmation be obtained from the insurance company that the vehicle will be covered in the event of an accident.

Parents and staff transporting students by private motor vehicle should always adopt relevant common sense strategies to minimise the risk of child protection issues being raised.Examples of these strategies include another adult being present, other students being present, having students sit in the rear of the vehicle and advising the principal of their travel arrangements.

Members of the community, at Cerdon College will be informed of the importance of:

• modelling safe road user behaviour;
• parking vehicles safely outside the school and observing all parking signs;
• ensuring that children are protected whilst travelling to and from school;
• reinforcing the safety messages taught at school;
• identifying and reporting safety issues in and around the school; and
• contributing to solving road safety issues that are of concern to the school and community.

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

 

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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.

 

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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

 

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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

 

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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.

Cerdon College Uniform Policy

Cerdon College Merrylands is a Catholic High School educating students in the Marist tradition. We are proud of our school and would like all students in our community to present themselves in a way that reflects the values and standards of the school.

All students who attend Cerdon College must wear the approved school uniform as outlined below. The wearing of our school uniform is a consequence of the acceptance of enrolment at Cerdon College.

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 whole school community benefit from the image of the girls in a high standard of uniform. All Uniform items should be in good condition.

Compulsory enforcement of our uniform policy enables consistency in dress standards throughout the school and is a way of identifying students who are part of the Cerdon College community. If for any reason your daughter is unable to wear a particular item of our school uniform, they should provide medical documentation outlining the reasons for the exception.

This Uniform Policy also addresses accessories which are acceptable. Again, approval of such accessories takes into account the safety, both physical and environmental, of each child. Any accessory deemed inappropriate by the Cerdon College Administration Team will require immediate removal or alteration. Should such instances occur the final decision will rest with the School Principal.

See below for further information regarding the Cerdon College Uniform.

SUMMER UNIFORM

• Uniform length: the Summer Uniform is worn below the knee when standing.

• Socks: girls must wear sky blue ankle socks worn at ankle height with the Summer Uniform. Girls are not allowed to wear knee-high socks. White socks are NOT to be worn.

 

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

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

 

 

• 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: are not to be worn under the Summer Uniform dress.

 

 

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

 

 

WINTER UNIFORM

 

• Uniform length: the Winter Uniform should be calf length.

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

• 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: 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 for the duration of the day. Should the jumper be removed, the additional clothing also needs to be removed.

• Stockings: 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.

• Scarves: The regulation College scarf may be worn for extra warmth during Terms 2 and 3 only. Other scarves are not permitted.

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

• 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: are not to be worn under the kilt.

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

Our school’s uniform policy has been created under the Workplace Health and Safety Guidelines. The following uniform guidelines are in place to align with Policy –

1. 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.

    

2. 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. Lockers are available for each student so that they are not required to unnecessarily carry around a heavily weighted bag throughout the day.

    

3. Jewellery: only one pair of 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 Christian 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. NO bangles and bracelets of any description.

    

4. 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.

    

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