Swan Christian College

Parent Handbook 2015

2015 | Parent Handbook 1

Swan Christian College

Contents General Section SCEA 4 Our Values 5 The Seven Pillars 5 Virtues and Strengths 5 Our Shared Responsibilities 6 Communicating with the College 7 Assemblies 7 Visitors 8 Volunteers 8 College Property 8 Student Property 9 Canteen and Café 9 Bus Behaviour 9 Pastoral Care Philosophy 10 Grievance Procedure 10 College Leadership Structure 13 Junior School Administration Reception 15 Bringing and Collecting Children 15 Visiting Classrooms 15 Punctuality 15 Class Times Kindergarten to Year 6 16 Absentee Policy 16 Allergies 16 Birthdays 16 Booklists/Stationery 17 Canteen 17 Child Health Service 17 Contact Details 17 Family Crisis 17 Mobile Phones 17 Money 17 E-news 18 Parent Portal 18 Personal Toys 18

Recess/Lunch 18 Telephone Calls 18 Toileting 18 Water Bottles 18 Parent Involvement 18 Cooperation Between Home and 19 School Parent Communication 20 Junior School Teaching and Learning Kindergarten Program 22 Lower (PP Years 1 and 2) 22 Middle (Years 3 and 4) 22 Upper (Years 5 and 6) 22 Reporting 23 Kindergarten and PP Portfolios 23 Assessment 24 Homework 24 Programs 25 Camps and Excursions 26 Junior School Pastoral Care Counselling 28 Growing a Safe School 28 Uniform 28 Junior School Uniform - Summer 30 Junior School Uniform - Winter 30 Junior School Uniform - Sports 31 Kindergarten and PP Unifoms 31 The Rules 32 The Rewards 33 Behavior Management Plan 33 House Crests 34 Senior School Curriculum Lesson Times 36 Student Organiser 36 Library 36 Bookwork Guidelines 36 Digital Device Folder Structure 37 Homework 37 2015 | Parent Handbook 1

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Contents Missing Assessments 39 Overdue Assessments 39 Cheating 40 Plagiarism 40 Study Skills 40 Reports 43 Co Curricular Activities 43 Senior School Pastoral Care Counselling Team 45 Absentee Procedures 45 Student Illness 47 Medical Requirements 47 Casual Dress 47 Winter Uniform (Years 7 to 12) 48 Summer Uniform (Years 7 to 12) 49 Sport Uniform (Years 7 to 12) 49 Shoe Guide 50 Media Players (ipods, mp3s, mp4s) 50 Confiscated Items 50 House System 50 Student Leadership 56 Special Area Captains 57 Who Do I Contact 58

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General Section

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SCEA (Swan Christian Education Association) SCEA Cnr Railway Pde and Padbury Tce Midland WA 6056 PO Box 254 Midland WA 6936 Phone: 9274 6411 Fax: 9274 6899 Email: [email protected] Web: www.scea.wa.edu.au Our Vision Swan Christian College encourages, educates and equips students for lives of faithful service under the Lordship of Jesus Christ. Our Mission Swan Christian College exists to promote a biblical view of knowledge and learning in a Christian environment which: For parents: • provides opportunities for involvement and participation in their children’s education • encourages families to find a worshipping community. For students: • recognises the value of their diverse gifts and talents and nurtures learning in the physical, spiritual, intellectual, social, emotional and aesthetic domains • encourages them to explore and respond to the challenges of the Christian world and life view

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• •

encourages them to show commitment and perseverance as they aim for excellence promotes love and respect for self, others and the community.

For the external community: • actively promotes and models Christian education in the wider community • raises the public profile of the person of Christ in and through College activities • enables Christian educators, students and graduates to serve the local, national and global community. For staff: • encourages them to engage in ongoing professional learning and reflection that enables them to teach from a Christian perspective • provides them with a support structure which allows them to perform to the best of their ability. For the College community: • provides facilities that enhance the quality of education • creates an understanding and love for God and His creation • aims to attract and retain staff who adhere to the Swan Christian Education Association’s Statement of Faith.

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Our Values Swan Christian College exists as a place where a complete education can be undertaken in a helpful and cooperative Christian environment. To develop such an environment, it is necessary to provide more than facilities for classes, sport and cultural activity. We aim to create and maintain an atmosphere which will foster the development of the soul, mind, body and character. All those associated with the life of the College should regard themselves and other persons with dignity and respect and learn the importance of cooperating in a Christian community with diverse interests and traditions, but with a common concern for the glory of God, the well-being of all its members and the promotion of the Christian ethos. We seek to teach and uphold all Biblical Christian values with a particular focus on the following: Leadership Through being receptive to God’s leading, open to servanthood and courageous in greeting change boldly. Kindness Through demonstrating care and concern, compassion and acceptance in a spirit of generosity. Integrity Through trustworthiness, faithfulness and a responsible approach. Commitment Through determination and persistence to achieve excellence in everything we do.

Respect Through the acknowledgement of differences, sensitivity to the efforts of others and the need for authority. Justice Through an appreciation of right and wrong, a balance with compassion and a strong sense of forgiveness.

The Seven Pillars The foundation of key pillars is based around the philosophy in which we believe our College should be developed. A place which understands students to be uniquely created and valued, able to serve in the wider community context and be critical thinkers, not just for tomorrow’s society, rather forging their place in society today. The establishment of seven foundational pillars focuses on developing the whole person ready to take their place in adult life. These pillars include: • • • • • • •

Knowledge Courage Service Wisdom Engagement Leadership Spirituality

Virtues and Strengths In conjunction with the Core Values of the College community, we encourage students to develop character, resilience and effectiveness through understanding their unique character strengths and 2015 | Parent Handbook 5

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their practical application. These 24 character strengths are delineated below as elements of encompassing virtues with practical applications from the life of Jesus as our example of a complete and perfect expression of humanity. Wisdom and Knowledge • Curiosity/Interest in the world • Love of learning • Judgement/Critical thinking/Openmindedness • Social/Personal/Emotional intelligence • Perspective Courage • Valour and bravery • Perseverance/Industrious/Diligence • Integrity/Genuineness/Honesty Love • Kindness and generosity • Respect • Loving and allowing oneself to be loved Justice • Citizenship/Teamwork/Loyalty • Fairness and equality • Leadership Temperance • Forgiveness and mercy • Self-control • Prudence/Discretion/Caution • Humility and modesty Transcendence • Appreciation of beauty and excellence • Gratitude • Hope/Optimism/Future-mindedness • Spirituality/Sense of purpose/Faith • Playfulness and humour • Zest/Passion/Enthusiasm 6 Parent Handbook | 2015

Our Shared Responsibilities Swan Christian College is a complex interconnection of relationships built together for the ultimate benefit of students. This involves shared responsibilities and relationships between parents, teachers, administrative staff and students. This also involves friends and the broader community. The key foundations of our community are a biblical approach that encourages and nurtures clarity, integrity and mutual support. In the complexity of this community there will be opportunity for misunderstanding or disagreement. In such circumstances we encourage members of the community to speak directly to the person this involves. If this fails to bring resolution, then the inclusion of other members of the community empowered to positively solve the issue is encouraged. (Matthew 18 principles). In this context, members of our community should be aware of our shared responsibility to protect and encourage one another so together we build harmonious and positive relationships and reputations. Due consideration should be given to our methods of communication: • • • • •

Face to face discussion Email Letters Telephone conversation Social network discussion, eg Facebook

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In choosing the method of communication, it is important to consider the effect on the recipient and the opportunity that they have for response to the communication. It is particularly important to avoid expressing in a public forum such as Facebook, Twitter or email, matters that are more appropriately resolved privately and discretely. Some handy hints: • Do not act quickly if you are angry. Give a considered response when you are calmer. • Anything posted on the internet is in the public domain and becomes out of your control. Please consult the College Principal before uploading any material that identifies the College or individuals that are part of the College in any way. • We all make mistakes and it helps to be forgiving when others make mistakes. Some scriptures that are helpful on these matters include: A soft answer turns away wrath, but a harsh word stirs up anger. Proverbs 15:1 (NKJ) And be kind to one another, tenderhearted, forgiving one another, just as God in Christ forgave you. Ephesians 4:32 (NKJ) It’s harder to make amends with an offended friend than to capture a fortified city. Arguments separate friends like a gate locked with iron bars. Proverbs 18:19 (NLT)

Communicating With the College Communicating with parents is a high priority for the College. You can partner with us by: • contacting the College by email or telephone • using the Student Organiser • responding in a timely manner to contact from the College • attending Parent/Teacher interviews. In the Junior School: • contacting your child’s classroom teacher regarding pastoral or academic concerns. In the Senior School: • contacting your child’s Pastoral Care teacher as the first contact for pastoral issues • contacting you child’s subject teacher first about academic concerns • visiting the College Café for a coffee and a chat following Monday’s Period 1 Senior School Assembly. Change of Details Our records must be kept current in the event of any emergencies. Therefore, we request all parents advise the College Office of any changes to address, home, work, medical or personal details immediately.

Assemblies The College holds separate Junior and Senior School assemblies to celebrate student achievement and showcase student talent. 2015 | Parent Handbook 7

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Junior School Assemblies are held each fortnight for Years 1-6 at 2:10pm in the Maali Mia Theatre. In Term 4 PP attends in preparation for Year 1. Classes take it in turn to run and present assemblies. This gives students an opportunity to develop skills in public speaking and performing. It is very helpful for students to have a different audience to which they can present. Year group assemblies take place in the alternate week to whole school assemblies and are a great way of building strong communities within the College. Senior School assemblies are held each Monday morning at 8:50am. Assemblies are run by the Student Leadership Team. As with the Junior School assemblies parents are welcome to attend. Parents are welcome to join members of the College Executive after the Senior School assembly for a tea or coffee.

excursions, the Café and the Library. • In all cases, volunteers operate under the direction of qualified College staff. • In general, the minimum age for volunteers is 18 years although volunteers who are 17 years old will be considered for Year 7 camp. • In general, volunteers who work directly with students will be required to be practising Christians. • All volunteers to the College are required to complete the Visitors Screen Form which can be obtained from Reception. • All volunteers including parents at overnight camps are required to complete a WWC (Working With Children check). • From 1 January 2008, volunteers working with 13 -17 year old students require a WWC check except where the volunteer is under 18 years of age or if they are a parent volunteer (must have WCC for overnight camps).

Visitors

College Property

All visitors to Swan Christian College must report to either the Senior or Junior School Reception to obtain a visitor’s badge before entering the College grounds. Visitors may be asked to complete a Visitors Screen Form.

Defacing or damaging College property of any kind is unacceptable as it belongs collectively to our College community. Any willful damage should be reported immediately and the cost of damage will be charged to the student or their parents. At all times, College property should be treated with absolute care and respect.

Volunteers At Swan Christian College we require volunteer help in many areas. We welcome and value this assistance from the wider College community. • Volunteers assist and support College staff in the areas of camps, sport carnivals, 8 Parent Handbook | 2015

Chewing gum The College is a gum free zone. Chewing gum is not permitted at College events. Graffiti Graffiti in all its forms is not acceptable.

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Liquid paper Liquid paper cannot be used at the College, however, correction tapes are acceptable.

Explosives, guns, knives, razor blades, cigarette lighters, matches, drugs (including tobacco and alcohol) are strictly prohibited.

Marking Pens Students should not bring permanent markers to school. If markers are required for classroom use they will be available in class sets.

Lost uniform items that are found labeled will be returned to students. Unlabeled items will be kept at either Junior School Reception or Student Services for a reasonable time then recycled.

Student Property

Canteen and Café

The College is unable to take responsibility for student property that is brought to school. It is the parents’ responsibility to ensure that any items that are brought to the College are adequately insured (mobile phones and calculators). The College’s Insurance Policy does not cover these items. No student is to interfere or tamper with teachers’ or other students’ property or equipment under any circumstances.

The Junior School canteen is available for Year 1 to 6 students to use at recess and lunchtime. Parent help is always appreciated. The canteen is available at lunchtime for Kindergarten and PP Students in Semester 2.

For this reason, students are discouraged from bringing valuable personal items to the College; however, if considered essential, they should be kept with the student (not left in bags). In exceptional circumstances, if a student needs to bring a considerable amount of money or a particularly valuable item to school, it may be left at either Junior School Reception or Student Services. All personal property (calculators, books, pens etc) should be clearly labelled with the student’s surname. iPods, MP3s or other electronic accessories may not be used during school time or at College events unless a student has received permission from a teacher.

The Senior School café is open each day at recess and lunch. Students are not required to place an order unless they have special dietary requirements. Students are able to purchase a variety of hot and cold foods. As with the canteen any assistance from parents is welcomed. Year groups are rostered on to use the seating in the café area.

Bus Behaviour It is expected that all students travelling on buses will behave in a courteous and responsible manner at all times. As members of a Christian College we are a witness to Christ in the community – all our actions reflect on Him. For their safety, students are expected to take the most direct bus route and the earliest available connection. Staff will supervise the Midland 2015 | Parent Handbook 9

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Train/Bus Terminal in the mornings. Students are held accountable to the College for their behaviour while travelling unaccompanied to and from the College. Students are to:

of pastoral care which is to identify individual needs in the context of the many and provide that which is required to successfully establish each person in a vital relationship with the community.

• be dressed in full College uniform • stand for adults • behave courteously and responsibly at all times while waiting for and on transport • do not push • do not shout • no eating or drinking on the bus • do not put your head, hand, arm or any item out of the window. Do not throw anything out of the window • if the bell has been rung for your stop, do not ring it again • carry your bus pass with you each day • cooperate with the bus monitors.

People need pastoral care, especially in the critical years of their education and development from child through to adulthood. It has been a particular emphasis of our College to provide a vision that will faithfully direct young men and women to embrace godly goals. We work diligently to provide a safe and nurturing community that encourages students to respect themselves and others. We understand that the ability to respond to an individuals educational, social and emotional need should never be lost amongst the press of the ninety-nine. The goal of pastoral care is to provide the framework and encouragement that enables students to recognise and use their abilities with compassion, character and confidence in their community. Swan Christian College recognises that every member of staff is a pastoral carer. Specifically our Student Services team includes Counsellors, Chaplain, Psychologist, Special Needs Coordinator, Education Assistants, Missions Director and senior staff members committed to the challenge of providing care and building a community where students can grow and flourish.

Similar courtesies are expected on other forms of public transport.

Pastoral Care Philosophy Pastoral Care is a uniquely Christian concept, anchored in the metaphor that describes God’s relationship to us. “The Lord is my Shepherd, I shall not want” (Psalm 23:1) Here the heart of Pastoral Care is revealed in the capacity to meet and sustain a person at their place of individual need and desire. Shepherds lead, nurture and protect. This understanding is enriched in the gospel story of the Shepherd of a hundred sheep who notices one missing, and searches until that one is restored to the flock. This reveals the real challenge 10 Parent Handbook | 2015

Grievance Procedure Preamble This Grievance Procedure would be expected to be used by individuals who are Parent, School or System members of the Swan Christian Education Association.

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The Association is committed to the ongoing task of creating an organisation that operates on Christian principles. One outworking of this will be a climate in which members are encouraged to seek resolution to grievances. The biblical principles for dealing with grievances are taken from the teachings of Christ in Matthew 18:15-17. These principles involve firstly discussing your grievance with the person. If this does not resolve the issue, then secondly enlist the support of another person and try again, together, to resolve the issue. If after meeting with the person twice, and assuming the spirit of forgiveness (Matthew 18:21-22, to forgive your brother, not just 7 times but 77 times) then, thirdly you should take your complaint to the Christian elders. The elder at your school is the Principal and at SCEA the CEO and then the Board. Grievances A grievance can range from perceptions of unfair treatment and misunderstanding through to areas such as discrimination and harassment where the Association and its schools are subject to specific legal requirements. At any level, an unresolved grievance is unhelpful to the individual or the Association. The ideal resolution to a grievance is a quick settlement between the parties directly involved. However, it is recognised that misunderstandings can arise at any time and resolution of some grievances can prove difficult. Everyone on becoming a member of the Association agrees in the event of a grievance to follow the Association’s dispute resolution procedure, details of which follow.

Procedure A parent unhappy with any situation in the College is encouraged to discuss the matter directly with the person with whom they have the grievance. If helpful, you may choose to have a friend, or a member of the College pastoral care team support you in this first step. There is also a SCEA contact person to advise you. If this does not resolve the difficulty, you need to inform the school Principal who is responsible for the issues that arise within their schools. The Principal will seek to mediate the situation – or arbitrate a resolution. If the Principal acts inappropriately or outside the College or SCEA policy in resolving your grievance, or is the subject of your grievance, and resolution is not obtained in the first instance, the matter should be referred to the CEO, in writing, for consideration and determination. Depending on the circumstances the CEO may seek to mediate the issue, or will arbitrate a resolution. If the CEO arbitrates a resolution and you believe that the CEO has not followed a reasonable process, you may write to the Board asking for a review of the process followed by the CEO. If the Board finds that the process was reasonable then the arbitrated resolution of the CEO will stand. If the process was flawed the Board may direct the CEO to review the decision, or may arbitrate the issue themselves. If you believe the Board has not followed a reasonable process in reviewing your dissatisfaction of the process followed by the CEO, you may write to the SCEA Grievance Committee. This committee consists of independent people not 2015 | Parent Handbook 11

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involved in the issue at this stage, who will review the CEO and Board’s process, but not the original grievance or decision. The Grievance Committee may instruct the Board to revise its process in deciding the grievance. After this step, the decision of the Board is final and binding on all parties. Malicious, mischievous or trivial complaints The Association reiterates its commitment to creating an organisation and environment in which staff, students and parents can operate in harmony. The Association welcomes the opportunity to see differences resolved, however the Association may initiate disciplinary measures in circumstances where parties appear to pursue malicious, mischievous or trivial complaints and/or bring the Association or one of its Schools into disrepute. Discipline may include removal or reclassification of membership (Parent/School/System). Such action will be determined by the CEO in accordance with Board policy. Arbitrator for formal complaints: • The Principal shall determine in accordance with Association Guidelines. • The CEO shall determine in accordance with Association Guidelines. • The Board shall determine in accordance with Association Guidelines. Contact persons The Association contact person available to advise either party on procedure, but not to arbitrate or investigate allegation, is the Chief Operations Officer on 08 9274 6411 or email [email protected].

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Other contacts External agencies such as the Human Rights and Equal Opportunity Commission exist to assist in areas such as Disability Rights, Human Rights, Racial Discrimination and Sex Discrimination. Further information regarding the Grievance Procedure can be found on the SCEA website: www.scea.wa.edu.au.

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College Leadership Structure Principal K-12 Policy Clarification Enrolment Review Confidential information Major Disclosures

Business and Development Manager

Assistant Principal Teaching and Learning

Assistant Principal Innovation, Operatons and Strategy

Assistant Principal Student and Staff Wellbeing

Dean of Studies 7-12

Head of Junior School K-6

Head of Senior School 10-12

Dean of Student Wellbeing K-12

Career Advice Subject selection Academic Counselling Academic Pathway

Curriculum Management Student Wellbeing Behaviour Management Enrolment Interviews

Curriculum Management Academic Progress Assessment Management Academic Reporting

Student Wellbeing Uniform Standards Behaviour Management Attendance

College Facilities Finance OHS College Administration

Key Teachers Pastoral Care Curriculum Development Teacher Development Behaviour Management

Head of Learning Curriculum Development Course Progress Incomplete Assessments and Homework Academic

Head of House Pastoral Care Discipline Attendance Uniform

Director of Swanonline

Director of Swan Trade Training Centre

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Junior School Administration

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Reception The role of Reception is administrative and will act as an interface between students, parents and the College for ‘housekeeping’ matters. Reception can be contacted to: • retrieve confiscated items (for example, mobile phones). Parents must attend in person to retrieve confiscated items • retrieve lost property • obtain late notes • sign students in and out of the College for appointments • purchase replacement organisers • Present medication for your child’s needs • obtain copies of forms and letters given during class • update medical and contact details • make interview appointments • absentee notification. If students are unwell, they may be collected from Reception. Reception is designed as a service to all students and families in the College. All visitors to Reception have a responsibility, however, to ensure that they demonstrate courtesy and respect toward the staff manning the desk.

Bringing and Collecting Children • Kindy and PP Children are to be brought to and collected from their class by an adult.

• Kindy and PP Children can only be left at their class when a staff member is in attendance. • Written authorisation to the teacher in charge is required if anyone other than parents or a guardian is bringing or collecting your child. • If anyone other than the usual parent is collecting your child, please tell your child prior to the commencement of the day. • If your child is upset and you decide to stay, you are very welcome. Once you plan to leave, be decisive and do not linger. A quick kiss and hug ‘goodbye’ is appropriate. If your child does not settle we will call to let you know.

Visiting Classrooms Parents are not allowed to randomly visit classrooms unannounced during the school day. If a parent needs to forward a message to their child, please go through Reception. If a parent is assisting in a Junior School classroom, they are asked to sign in through Reception and wear a visitor’s pass prior to entering. Please remember to always knock and wait before entering classrooms.

Punctuality In the Junior School the Kindergarten - Year 6 day commences at 8:30am. Lateness must be explained by a parental/guardian note. Parents must sign in at Reception if they arrive at the College after the start of the day.

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Class Times Kindergarten to Year 6 8:28am Warning Bell 8:30am Lesson 1, including devotions, roll call and fitness 9:20am Lesson 2 10:05am Lesson 3 10:50am Recess 11:10am Lesson 4 11:55am Lesson 5 12:40pm Lunch 1:20pm Lesson 6 2:05pm Lesson 7 2:50pm Handout of notes and final messages 3:00pm School finishes

Absentee Policy Government funding for all students is based upon an audit process that requires individual students to attend more than 90% of the school program. The program includes regular school days, compulsory sport carnivals, camps and excursions. Parents are required to inform the College of every absence and provide reasonable explanations for the absence. The following examples are not accepted by the government as a reasonable excuse for absence: • Participating in a holiday the duration of which will be more than one whole week of the school term. • Undertaking leisure/recreational activities during school hours (ie. Shopping, camping ,fishing, visiting friends). Please keep in mind that this applies to a total of 10% or more absences which might 16 Parent Handbook | 2015

be accumulated throughout the year. Parents are required to formally apply to the Principal in writing, in order to take students out of the school program during term time. Requests should be made with due consideration of time required for the supply of educational programs to the student should permission be granted. If a student does not receive funding due to unreasonable absences, parents may be liable to the College for the lost funding which equates to the same fees as a full fee paying overseas student.

Allergies For the safety and wellbeing of all students, the Junior School has a ‘no nut’ policy for any product that contains nuts (including Peanut Butter, Muesli Bars and Nutella) and is not to be consumed for recess or lunch. This decision has been made to protect children with allergies. We appreciate your support and adherence to this policy. We are an Allergy Aware School.

Birthdays Birthdays are important because they are shared with the whole group. Who is the oldest or youngest? How many are in the same month? These are important learning experiences. Parents are welcome to bring in a treat, but not lollies or gifts, on the day closest to the child’s birthday. We ask that children’s health needs are considered.

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If you are arranging a party to celebrate your child’s birthday, it would be appreciated if invitations could be posted to the children and not distributed at the College.

Booklists/Stationery Orders are placed by the College with a book company and then delivered to the College. The stationery fee is payable at Reception or part of the billable amounts as detailed on the fee statement.

Canteen The Canteen is available for Year 1 to 6 students to use at recess and lunchtime. Accounts are not available for students. Politeness is the best policy and canteen staff do have the right to refuse service to any students who are rude or impolite. Parent help is always appreciated. Canteen is available at lunch time for Kindergarten and PP students in Semester 2.

Child Health Service During the Kindergarten and PP year the students will be given physical examinations by a Child Health Nurse and dental care is also provided. Please ensure you keep appointments or telephone the unit (which is located at the Guildford Primary School) if you are unable to attend.

Contact Details It is very important to keep student records up-to-date, particularly in regards to medical and emergency contacts. Please notify reception should any details change. In an emergency an ambulance may be called if the accident is considered serious.

Family Crisis In the event that a family should experience significant trauma of any sort, the staff would appreciate sufficient information to assist in monitoring students and offering Pastoral Care while at school. Trauma will often have significant impact on student performance and behaviour. Information of a sensitive nature will be kept confidential.

Mobile phones Students are not permitted to have mobile telephones at the College unless they are signed in and out of Reception on a daily basis. All phones found at the College will be stored at Reception for security. All electronic games and iPods are not to be brought to the College or any College event.

Money Any money sent to the College with students must be in a sealed envelope and clearly marked with your name and destination eg. Jones – School Fees, then handed in at Reception. 2015 | Parent Handbook 17

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E-news

Toileting

The College E-news, titled inform is emailed to the College community every second Wednesday.

To attend the Early Learning Centre your child must be fully toilet trained. Kindergarten to Year 1 children should bring a spare set of clothes in their bag with them each day.

Parent Portal Class news and Junior School information is available on the link from the College website. This is a closed access system available only to College families by way of a password emailed to parents.

Personal Toys Personal toys are not required in Kindergarten or PP. Children are discouraged from bringing personal belongings unless requested to do so by the teacher. PP News Days will be assigned by teachers.

Recess / Lunch Children will be opening their own lunch boxes, so ensure the snaps are easily manipulated. We encourage healthy eating practices and ask for your support in this by not sending lollies, chocolates or chips.

Telephone Calls Students will only be permitted to make or receive phone calls under special circumstances as determined by the College. This must be done at Reception.

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Water Bottles Children are encouraged to drink water throughout the day. Water bottles are kept in their bags. Drinks with high sugar contents are discouraged. Children should not share their water bottles.

Parent Involvement We happily welcome all parents, grandparents and family friends to participate in our daily program. If you are not a parent and would like to be involved for more than five days a year, you will require a WWC (Working with Children) check. Enquiries may be directed to www. checkwwc.wa.gov.au or your local Post Office. Volunteering is an invaluable time to share in your child’s world. Parents are encouraged to become involved by undertaking tasks that may include preparing and collecting collage materials, sewing, playing a musical instrument, sharing vocational expertise and participating in the program. Parents can provide us with valuable support by placing their name on the class roster. Please read inform, calendars, parent notes and term planners, as most dates are set well in advance. These notes are an important tool of communication for the whole College. We

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welcome families to our assemblies and other special functions held throughout the year. We would encourage you to be involved at any available opportunity. As all parents have to sign a College Community Agreement form to be part of the community, we expect this to be a minimal standard of engagement with the College. Parent Code of Conduct Parent help We appreciate your help. Parent help on excursions, camps and in class activities is at the discretion of the teacher but for the benefit of all class members. During College events, alcohol is not to be consumed and smoking on College grounds or at College events is not permitted. In all public venues it is expected that adults participating in College activities will demonstrate behaviours in keeping with the College ethos of respect for others and self. Parent help on excursions Only a set number of parents will be able to attend. This allows safety and organisation to be well managed. Parents who would like to attend are required to make a note on returning paperwork and will be notified. When working with children on school activities, it is your right and responsibility to: • • • • •

be engaged in your child’s education assist the learner feel safe be treated with respect use the language modelled in the classroom and appropriate for the age group of the children • work under the direction of the teacher • actively participate in supervision of the children

• encourage and build up the child where ever possible • support the learning objective of the activity • offer your full attention to the task please check with the teacher before bringing young children into the activity with you • respect the confidentiality of the information you come into contact with regarding children in the class • be mindful of dietary needs of children at the College; Swan Christian College Junior School is an Allergy Aware School, for the safety of allergy-sensitive children • be aware and act in accordance with the medic alert treatment of children in your care. e.g. no excessive running for some, no rough play for others, heart conditions, no nuts in food.

Cooperation Between Home and School The Junior School staff are committed to nurturing strong relationships with families and the community. Parents can provide us with valuable information about their child’s needs, interests and skills. It is important that we work together to establish positive relationships that enable specific learning and developmental goals. This will ensure consistency of approach and similar strategies between home and the College. You are welcome to make appointments throughout the year to discuss any aspect of your child’s progress. Change of Circumstances It is essential that we have your current address, telephone and mobile numbers 2015 | Parent Handbook 19

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in case of emergency. We also need to be informed of any changes to going home arrangements (this includes children attending After School Care), medical information or family circumstances which may affect your child’s behaviour.

understand and implement your child’s learning at the appropriate developmental level.

Early Intervention Strategies The current educational climate encourages early intervention and at this College that it is our College Policy. If we perceive that your child is having difficulty reaching milestones in relation to speech, fine motor skills, gross motor skills, cooperative behaviour, social skills or cognitive skills, we will contact you to discuss ways to further help your child.

Communicating with Teaching Staff

Extensive testing and observation by the teacher will be completed and will highlight any needs in these areas. We rely heavily on the School Psychologist (or the Non-Government School Psychologist) for advice and additional testing. This can only happen with your permission, so it is vital that we have cooperation between us all for your child’s advancement. They will need to be referred for extra one-on-one sessions by a specialist, either privately, through the School Psychologist or through a Government agency. If issues with language, social skills, behaviour and fine motor development are not dealt with, the problem may escalate with each progressive year. Early intervention is the key to helping your child thrive in a school environment. If you are already aware that your child is experiencing difficulties in any area at all, you need to inform the teacher in writing and present any reports so that ongoing consultation can occur. This will help us 20 Parent Handbook | 2015

Parent Communication 1. The first point of contact should always be the classroom teacher on matters of curriculum, behaviour and pastoral care. Please avoid surprising teachers with unscheduled meetings in the morning. An appointment which enables a teacher to be prepared will contribute to a favourable outcome for all. The Parent Portal also lists class teachers’ email details for quick and simple communication. 2. You are welcome to make an appointment to see the School Psychologist, School Chaplain or key teacher to discuss concerns or to pass on encouragement. In most instances the classroom teacher will also contribute to this meeting. For information or issues related to specialist areas such as Sport, Music, Art or Japanese, an appointment can be made through the organiser or at Reception. 3. If you have met with the Key Teacher and have ongoing concerns or questions, an appointment can be made through Reception to see the Head of Junior School and if still unresolved the Dean of Students. The Principal may be contacted through Senior School Reception. A written account of these meetings will be taken.

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Junior School Teaching and Learning

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Kindergarten Program In Kindergarten we are engaged in using the new Early Years Learning Framework. This is a national framework to ensure quality educational programs. The five key goals are for the students to: build a strong identity, make a connection with their world, develop a strong sense of wellbeing, be confident in learning and communicate effectively. The early years are a time to: • ‘Belong’ - to a family, a culture, and a community • ‘Be’ - play, have fun, try new things and enjoy • ‘Become’ - the best they can be, learning all they can. We work through play, building relationships with specialists, home, and school to watch progress and grow together. Our emphasis is on social skill building and confidence to begin the literacy and numeracy journey of College life.

Lower (PP, Years 1 and 2) Work in Lower Primary is built on the foundations established in Kindergarten. There is a great emphasis placed on students becoming users of their own writing and reading to develop literacy. This is supported by a commitment to assist students on their own individual learning journey. At this stage children start to become aware of things beyond their own experience and take an interest in community, developing friendships 22 Parent Handbook | 2015

and caring for those around them. Our themed topics, covering Science, History, Geography, Health, Art and Technology, reflect these growing interests. Language skills are used and developed in connection with these themes. This makes the learning more integrated, realistic and interesting for students. Specialist teachers begin in Year 1 with Music, Art and Sport and LOTE in Year 2.

Middle (Years 3 and 4) In the Middle Primary, children begin to pull together the isolated foundation skills developed in Literacy and Math and move to a more independent level of language that allows for the development of research skills and exploration of higher levels of content. Children are given the opportunity to develop a deeper understanding of topics and explore interests in a more independent style of learning. They are given new challenges by way of different situations to apply their skills. The emergence of integrating IT skills in their learning becomes much more keenly focused.

Upper (Years 5 and 6) Work in the Upper Primary is aimed at preparing students for leadership. High expectations are placed on the correct use of language in all its forms. Math skills are honed to enable the students to cope with the much more difficult concepts of abstract thought and process found in Secondary Math.

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To support this time, small group instruction focused on developmental groups for Literacy and Numeracy allows confidence and knowledge to grow at a more individual pace. IT skills are an integral component of the learning curriculum. Children are expected to work with a variety of programs and products as a normal part of the day’s study. Leadership skills and responsibilities in a team environment build the character of the students into discerning young people. They learn to cope with the pressures of peers’ and others’ expectations in a supported community. Children are expected to be able to work independently and take responsibility for their own learning. Student Leaders are chosen from the Year 5 classes and presented with their awards at the end of year. Leaders take on a variety of roles in the College and cover a few key areas: • pastoral care of students in the lower grades • leadership of formal events • community service • sport • values building • media and arts development. Student Leaders are selected from Year 5 for their term to begin in Year 6. There are two House Captains chosen from each house and their time of duty is a full year. We also have Leaders representing Music, Art, Media and Community.

Reporting Reports on progress are issued on a regular basis: Term 1 • Class meeting - Parent Information Night • Interim report - Years 1 - 6 Term 2 • Semester 1 reports - PP to Year 6 • Parent teacher interviews • Kindy Learning Journey Term 4 • Semester 2 reports - PP to Year 6 • Kindy and PP portfolios sent home. Please remember that you don’t have to wait until interview times to talk to your child’s teacher. Appointments may be made through Reception or with your class teacher, by way of the Organiser. It is requested that an appointment is made for issues which require a detailed discussion. Please advise the reason for meeting when making appointments, so the teacher can give a considered response to your questions.

Kindergarten and PP Portfolios Portfolios are an important tool used to report your child’s progress across learning areas. A learning journey is arranged each semester for students to show parents their progress in the samples seen in the portfolio.

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Portfolios will be sent home at the end of the year. Please feel free to discuss your child’s progress and development. Teachers will contact you for a formal interview if the need arises. In Years 1 - 6 portfolios are kept at the College and used to support the report statements for English and Math.

Assessment In addition to the regular and ongoing assessment done by the classroom teacher, some standardised and other norm-referenced tests are used. These tests are used to inform our report writing and class handover. This enables teachers to quickly assess the needs of students entering the classrooms and gives them a base line from which to measure progress for the year. Further assessments, by organisations beyond the College, may be required for some students. These needs will be discussed with parents before any outside organisation is approached. Speech pathologists, audiologists, occupational therapists and school psychologists are commonly used. Each year, students from Years 3 and 5 complete the National Assessment Program Literacy and Numeracy Assessment (NAPLAN). These papers are sent away to be marked and assessed. Parents receive individual information and results from these tests for each of their children at the end of Term 3. There are a variety of assessments used throughout the year groups to better target learning. 24 Parent Handbook | 2015

`Homework Homework is considered to be an integral part of the child’s education. It aims to establish good, regular study habits. • In the early years (Kindergarten) there is no formal homework, reading books are introduced in PP. Support programs may be required for some children which may include home activities. • In the lower Junior School, homework will be of short duration (20 mins, four times per week) and consist mainly of oral reading to parents. • In the middle Junior School, other activities may be added and about 25 to 30 minutes per day is expected over four days of the week. • In the upper Junior School, a maximum of 45 minutes per day homework (over four days of the week) may be expected. It is at this level that projects may become part of homework. • In the middle and upper Junior School, teachers will give their students guidance as to possible methods and organisation of the homework time. • Homework is given and collected weekly. Occasionally work to be completed will be sent home. This will be recorded in student organisers. It is requested that parents provide the necessary amount of supervision, their children have a suitable place to do their homework, and that it is adequately completed. If parents know their child is regularly exceeding the class time limit, they should communicate with the class teacher.

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Homework Process Homework is given and checked weekly. Homework that is extra to the usual program will be noted in the diary. Parents need to check the work is being completed and returned. It is part of the policy of the College that children in PP to Year 6 complete homework in support of their classroom learning time.

Programs Christian Living Program Additional to the overall Christian ethos encouraged in the Junior School, specific times are set aside to learn directly from the Bible. The Bible is the Word of God. Through studying His Word, students can come to understand His plan for them and this world. They come to understand the need for Jesus and to appreciate the role He plays in restoring us to our Creator. Each day contains a time for a short reading from the Bible. At this time we also encourage the students to talk to God, through prayer, and to praise Him through song. More in-depth studies are also undertaken during the week when students study a particular theme, person or book from the Bible. Learning Support/Enrichment Program This program aims at providing support for students who experience difficulties in certain areas of their work and students who need enrichment and extension. Students are withdrawn in small groups to work on programs aimed at developing literacy and numeracy skills.

Screening will be done in Year 4 to select children to take part in the Gifted and Talented Program. Children selected have a withdrawal program aimed at extending them. Year 4 is the entry point for this program. Acceleration and differentiation of curriculum is also available to children who present in the top 5% of academic excellence. Languages Other Than English Learning a second language can be extremely beneficial for students as it involves not only learning a language but also learning to appreciate other cultures. Learning a second language also helps students to understand the structures of language which may benefit them in their English studies. Learning to communicate effectively with others is a vital part of loving our neighbour which we, as Christians, are called to do. As our neighbour may be near or far, we need to prepare students for this. Technology Supporting Learning A large range of software packages are used by the children to cater for students individual learning needs and stages of development. Scaffold Math, Spelling and Lexile Reading allow the children to work at their own level while being assessed and challenged. MTS is a program used to develop personalised text books and activities for all Math activities. ‘Smart Boards’ provide for interactive small group and whole class activities using the support of the full resources of multi media environment. Digital cameras, scanners, iPods and printers together with software 2015 | Parent Handbook 25

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packages mean students are able to design and demonstrate creativity. Students are given ‘log-ins’. The ICT program begins in Kindergarten with programs best suited to developmental needs.

Year 5 students have a short camp which happens over a few days. It is a time for students to grow their level of independence and to connect with teachers and class mates.

Camps and Excursions

Each year a Year 6 College trip to Sydney and Canberra becomes part of the final Junior School year.

Excursions are part of the College’s plan to provide students with a range of learning opportunities and are planned at the discretion of the classroom teacher.

All camps are separately funded by parents. Costings are announced close to the event.

As a general rule, each class may plan one excursion/incursion per semester. An excursion notice informing parents or guardians of specifics will be sent home in the lead-up to the excursion. Included in this information will be a permission slip which will need to be completed and returned to the College as per instructions. A bus is usually hired to provide transportation for whole class trips. Teachers will ensure that diligent supervision is maintained throughout the excursion and that behaviour of the children is of a high standard. The ratio of adults to students will be no lower than 1:10. In special cases a higher ratio will be required. Incursions Teachers will ensure that the College’s First Aid Kit and a mobile phone are taken on all excursions. In Kindergarten and PP incursions are favoured and children are enriched by programs that visit them in their familiar learning environments. 26 Parent Handbook | 2015

Incursions are also available to classes throughout the year. A large variety of guests are invited into the College to enrich programs during certain weeks of the year.

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Junior Pastoral Care

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Counselling

Uniform

Our College Chaplain and the College Psychologist work with parents, staff and students to design programs and assess student’s needs so we can together give support.

Uniform The proper wearing of the School Uniform is compulsory from Kindergarten to Year 6. This responsibility is shared with parents and students. See Uniform Guide (page 34-35). At the College we expect that students will at all times, including coming and going from school, dress neatly and according to the compulsory uniform regulations as outlined in the Uniform Guide.

Growing a Safe School The National Safe School Framework incorporates existing good practice and provides an agreed national approach to help schools and communities to address the issues of bullying, harassment, violence, child abuse and neglect. The Junior School is committed to the essential three elements of these recommendations to promote a healthy school model: • Curriculum, teaching and learning practices; • School organisation, policy and ethos; and • School-home-community links. ‘What is your approach to bullying behaviour?’ is a commonly asked question in the context of schools. The Junior School has a plain and simple response which is, ‘There is a zero tolerance policy to bullying’. Bullying behaviour is not considered a natural part of healthy developing relationships in any context within the College community.

• No make-up is allowed including acrylic nails, nail polish, lip gloss and glitter (clear Vaseline is permitted). • Shirts must be always tucked in (except during physical activity during breaks or sports uniform). • Skirt length to be touching the floor when kneeling. • School hats must be worn all year when outside, excluding undercover areas. • Uniforms of poor repair need to be attended to or replaced promptly. Children wear aprons during painting activities, but in the event that paint does come home on clothes, please use cold water to wash, as hot water will cause stains. Please write your child’s name clearly on the front of their school bag. This encourages children to be independent and care for their own possessions. It also helps us to locate your child’s bag quickly, as they can become distressed if they can’t find it. Hairstyles • Girls with collar length or longer hair must keep it tied back with hair

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• • • •

ties, free flowing on shoulders is not appropriate. Other hair accessories must be navy blue only. Boys hair should not be longer than collar length and no shorter than number 2 clippers. Fringes must be above the eyebrows at all times for both boys and girls. Hair must be the natural colour. No unnatural colours are acceptable. ‘Fad’ or clearly alternative hairstyles are unacceptable.

Jewellery • No jewellery is to be worn except a watch and one pair of plain studs / sleeper earrings. • Girls only may wear one pair of plain gold / silver studs or small sleepers in the lower ear lobe. Boys are not permitted to wear an earring or earrings. • Visible body art (e.g. temporary tattoos) is not acceptable.

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Junior School Uniform Summer

Junior School Uniform Winter

Summer (Years 1 to 6) Boys • Blue chambray shirt with College logo on pocket • Charcoal shorts (elastic back) • Black leather lace-up shoes and banded grey school socks • Swan Christian College slouch hat Girls • School dress with College logo • White fold down socks • Black leather lace-up school shoes, with heel • Swan Christian College slouch hat Hair Accessories Only plain navy hair ties or bands (a maximum width of 2cm is permitted.)

Winter (Years 1 to 6) Boys • Blue chambray shirt with College logo on pocket • Charcoal long trousers (elastic back) • Black leather lace-up shoes with banded grey school socks • V-neck jumper with College logo • Swan Christian College slouch hat Girls • Tartan skirt with blue chambray shirt with College logo on pocket • Black leather lace-up shoes with short white fold down sock or navy tights (no buckle ‘Mary Jane’ styles) • V-neck jumper with College logo • Swan Christian College slouch hat Hair Accessories Only plain navy hair ties or bands (a maximum width of 2cm is permitted.)

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Junior School Uniform Sports

College bathers with logo. For swimming lessons, students are not to wear board shorts or two-piece swim suits.

Kindergarten and PP Uniforms

Kindergarten and PP Uniforms

Sports Uniform (Years 1 to 6) • • • • • •

Polo shirt in House colours College shorts - navy College tracksuit top - navy College tracksuit pants - navy White sport socks Shock absorbing gym shoes predominantly white preferred (no Volly OC’s, Vans, skate shoes or canvas casual shoes)

• • • • •

Polo shirt in House colours College shorts Short white fold down socks Swan Christian College slouch hat Velcro top sneakers - predominantly white preferred • College track suit (pants and College zip jacket)

Swimming When students are representing the College (i.e. competitions, inter-school and squad) they are expected to wear the 2015 | Parent Handbook 31

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The Rules

Outside Behaviours

Rules, Rewards and Consequences The policy has three key characteristics. These are the prevention of inappropriate behaviour, the rewarding of positive behaviour, and the acknowledgement and correction of inappropriate behaviour. In this way, the policy addresses rules, rewards, consequences and choices. The rules should:

• Running is not permitted on brick paved areas or under verandahs. • Students are not permitted in classrooms without a supervising teacher. • Students are required to sit and eat their food for the first ten minutes of recess and lunch breaks. Students will be supervised by the teacher(s) on duty. • Food is not to be eaten on the oval. • Students must only play in areas that have been designated to their year group(s). • No hat, no play. Students are not permitted to play on grassed areas or other uncovered areas without a College hat. • No playing on the playground equipment before or after school.

• be clearly stated and understood by all students; and • apply to all Junior School students, whether with a regular, specialist or relief teacher. Class Behaviour • Bags are left neatly outside the classroom unless the teacher instructs students to bring them inside. • Line up outside the classroom in the morning and after each break or upon return from visiting specialist classes. • Don’t interrupt when someone else is talking. • No fighting or swearing, only language appropriate to demonstrating a respectful attitude. • No bullying behaviour. • Students are not permitted to have mobile phones (out or on) during College hours. They need to be handed in at Reception and collected at the end of the day. • iPods and electronic games are not to be brought to the College. • Chewing gum is not acceptable on College grounds or College events at any time.

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We choose to honour God, respect our environment, others and ourselves. Staff at the Junior School promote ‘First Time Obedience’. This means encouraging students to respond appropriately to requests from staff in the first instance. ‘First Time Obedience’ has benefits for both the teacher and student – healthier relationships and a productive learning environment. In response, staff will strive for consistency and fairness by explaining the reasons behind the rules.

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The Rewards Encouraging students to enjoy school and love learning. Affirming Appropriate Behaviour Kindergarten to Year 6 Students will be rewarded for positive behaviour. This may be in the form of verbal praise, certificates and various tokens. Assemblies will continue to acknowledge both the academic achievements and good behavioural standards of select students. Each term, reward events will be organised for students in acknowledgement of consistent, appropriate behaviour and positive contribution to College life. The College will not commit to rewarding every act of good behaviour as this is the expected standard and may have some students performing purely for reward. The Junior School recognises the differing developmental stages of students and that concrete rewards such as certificates and vouchers are appropriate in the Junior grades. Yearly awards presented at the end of the year include effort, citizenship and academic awards and take the form of medallions and certificates. Specialist teachers also hand out awards for Year 1 to Year 6. The Junior School will endeavour to reward students at both the micro and macro level. Both individual and group rewards are encouraged.

Classroom teachers will use the classroom systems of reward and acknowledgement. Student Leaders have initiated lunchtime sporting programs in addition to the regular Physical Education lessons. The intention of the program is to encourage physical activity while providing an incentive for students to work well in class. Research suggests that lunchtime programs focusing on physical activity and socialisation lead to a decrease in negative interactions such as bullying behaviour. This is run by senior students and benefits all.

Behaviour Management Plan The College promotes the value of respect. This means encouraging students to respond appropriately to requests from staff in the first instance. Respectful manners have benefits for the student and teacher. These benefits include healthier relationships and a positive learning environment. We ask that all parents engage with us in the process of building resilient and respectful students. The consequences for inappropriate behaviour will be age and developmentally appropriate, and take into consideration the context of the situation, an individual child’s circumstances and their behavioural history. Consequences may include time out or isolation from the group, cleaning up after littering or other community service, detentions, suspensions and exclusion from the College.

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House Crests The Junior School Houses at Swan Christian College are: Bell, Bennett, Kennedy, Mungulu and Shenton. These Houses operate through sporting activities and cultural activities. Each House is coordinated by the Head of House and House Captains.

Albany (Peter) Bell Businessman and Benefactor (b. Perth, WA, 24 April 1871; d. Perth, WA, 14 September 1957)

Mary Montgomery Bennett Teacher of Aborigines (Mt Margaret, 1932 - 42)

William Kennedy Baptist Minister (b. Oxley, Victoria, 1868; d. Pingelly, WA, 26 April 1929)

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Alan Mungulu Aboriginal Community / Church Leader (b 1925; d. Derby, WA, 21 February 1978)

Sir George Shenton Wesleyan Businessman/Politician (b. Perth, WA, 6 December 1840; d. Perth, WA, 20 June 1909) More detailed information about the House Crests can be found in the Senior School section of the Handbook. Junior School Leaders Junior School Leaders are responsible for special areas of the College. This year they are as follows: Art, Community, Media, Music and House Captains.

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Senior School Curriculum

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Lesson Times

Library

Monday Start Finish Mins Warning Bell 8:28 PC 8:30 8:50 20 1 8:50 9:45 55 2 9:45 10:40 55 R 10:40 11:00 20 3 11:00 11:55 55 4 11:55 12:50 55 L 12:50 1:30 40 5 1:30 2:20 50 6 2:20 3:15 55 Tuesday-Friday Start Finish Mins Warning Bell 8:28 1 8:30 9:25 55 2 9:25 10:20 55 PC 10:20 10:40 20 R 10:40 11:00 20 3 11:35 11:55 20 4 11:55 12:50 55 L 12:50 1:30 40 5 1:30 2:25 55 6 2:25 3:15 50

Opening Times During the school term, the Library is open from 8:00am – 5:00pm Monday to Thursday and 8:00am - 4:30pm Fridays. The Library is closed for recess, but open at lunch times from 1:00pm to 1:25pm.

Student Organiser Students in Years 10-12 are issued with a student organiser and are expected to take their organiser to every class to record homework and messages from staff etc. The Student Organiser is one of the main ways that College staff communicate with parents. At the conclusion of each week, parents will need to check the organiser to make sure that homework etc is completed, and for any messages from staff. The organiser needs to be signed by parents each week. Replacement organisers will cost $15. Students may personalise their organiser, but if done inappropriately may be asked to replace the organiser.

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Library Staff Mr Mark Grisham Mrs Caroline Bent Mrs Lyn Dawson Miss Denise Rhodes Library Card / SmartRider A Student SmartRider will be provided free of charge to all new students during Term 1. The card will contain College and student details and photo ID. The card is produced by Transperth and is also a travel concession card. Initial card costs are included in College fees, replacement cards are $5.

Bookwork guidelines Students are required to adhere to the following guidelines: 1. Purchase the required materials for each course or subject that they do. For most subjects in Years 7-10 this will be an exercise book. The type of exercise book for each subject will be listed on the booklist at the beginning of the year. Students are required to make sure that they have the specified exercise books throughout the year and that they are replaced if finished or lost. Books need to have the student’s name clearly indicated on the front cover.

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2. A loose leaf folder and paper are only to be used where specified. These folders will be organised and set out in the manner that is designated for that subject. The pages and work will be kept in an organised and sequential manner. 3. Some practical subjects will require the students to keep a folio and again specific instructions will be given on its organisation. 4. Bookwork is designed to be a record of daily lessons and a useful source of study notes for revision for tests and exams. It is to be set out in the following way: • a margin is ruled down the left hand side and a line ruled across the top of the page in red pen • the page is to be dated • a heading is written at the top of the day’s work • notes are to include correct grammar and paragraphs • all work is to be completed in a tidy, orderly and sequential manner • in general, writing would be in black or blue pen • straight lines would be ruled with a ruler • pencil would be used for graphs and diagrams • written errors should be corrected with a single line strike out. Failure to adhere to these guidelines may result in students being asked to repeat written work until it is of satisfactory standard.

Digital Device Folder Structure Organisational excellence is a key component of successful study. Therefore, irrespective of the device used, whether that is paper or electronic book work, the work should be arranged in a manner that promotes successful study. Guidelines for electronic book work: • Each subject should have a separate folder which can be accessed at all times upon request. • Sub folders can be used as directed by the teacher. • The folder should be named according to the following convention: subject name/year/teacher surname e.g. English8Amoraal • Electronic submissions should be named according to the following convention: student surname/initial/subject name/year/ teacher surname/task title e.g. BrooksGEnglish8Amoraal/Ancient Languages. This name should also appear in the header of the document being submitted • All folders should be backed up on a weekly basis.

Homework Homework teaches perseverance (Hebrews 10:36), commitment and encourages students to strive for excellence. (1 Corinthians 9:24).

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Homework tasks allow for: • practising, extending and consolidating work done in class • training students in planning and organising their time • development of a range of skills in identifying and using information resources • establishing habits of study, concentration and self discipline • strengthening home-school links and reaffirmation of the role of parents as partners in education • parents to gain insight into what is being taught in the classroom and the progress of their children. Students are expected to: • complete class work, revise concepts, study for tests, research material and work on assignments • gain background information so that they are better prepared for future lessons • extend themselves by pursuing knowledge individually and imaginatively • work on projects such as open ended questions and long term assignments that can assist in the development of creative and critical thinking • work on the development of problem solving skills. The subject term overviews provided by teachers at the beginning of each course will provide planning opportunities for revision, exams and major assignments. Regular homework is expected of each student and is an integral part of the class work program. However, in Term 1, 38 Parent Handbook | 2015

Year 7 and 8 teachers will be mindful of the extra pressure on their students and will take account of this, by increasing the homework expectations slowly, while students are adjusting to College life. The College recognises that no two students are the same, that students learn in different ways and that the time taken to complete a homework exercise may vary considerably between students. Helpful Information for Parents Subject Overviews It is important to ask your child for the overview they receive from their subject teacher at the beginning of each term. The overview tells you exactly what they are doing each week and when specific homework or tests occur. Please feel free to contact the subject teacher or the HOLA (Head of Learning Area) if you have any questions relating to your child’s homework requirements. Good habits started now will equip your child for the years ahead. The following is a guideline for the approximate amount of homework that students should be doing each school night at each year level. Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

1 hour 1 hour 1 ½ hour 2 hours 2 ½ hours 3 hours

It should be noted that this is a guide. On some nights there may be less

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or more homework, particularly if a student has a major assignment that they should have been working on over several weeks. Students should record homework to be completed in their electronic or paper organiser. It is useful for both parents and teachers to check this record regularly. It is a requirement that Year 9-12 parents sign the organiser once a week. There are areas on the weekly page where communication can take place between parents and teachers. The College welcomes feedback from parents on homework. Whenever possible there will be coordination across the Learning Areas to accommodate the competing demands in relation to homework, assessment tasks, and examination preparation. However, students have ultimate responsibility for their own learning and need to manage their time wisely. Senior students need a study timetable and a regular revision program. In general students who have extensive work commitments out of school find it very difficult to keep up with their school work. A balance needs to be achieved where there is adequate time for study, part-time work, sport, church, family and social activities.

Missing Assessments If a student misses an assessment due to a verifiable illness, the assessment will be administered as soon as practical upon the student’s return to classes. A student who misses an assessment due to illness (especially in Years 11 and 12) may be required to provide

a doctor’s certificate to verify this illness. When a student returns to the College following any absence, it is the student’s responsibility to find out about missed work, assessments etc. It is not acceptable for a student to use the excuse that they were absent when a piece of work was assigned.

Overdue Assignments The day and date on which an assignment is due is clearly communicated by the teacher to the students at the time of setting the assignment and should be recorded in the Student Diary. A student who submits an assignment after the due date, without a valid excuse, will not be marked on the same basis as a student who has submitted the assignment on time; in fairness to the latter. Overdue assignments will only be accepted two days after the due date with 20% of the mark received deducted as a penalty for late submission. Non-submission of an assignment is not satisfactory and will not be tolerated unless there are exceptional circumstances. After the grace period students will be required to attend in-school suspension with the Head of Learning Area (HOLA) until the set work is complete. There may be a further mark’s penalty as decided by the HOLA depending on the type and extent of the task in question.

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Cheating Cheating in assessments is very serious and, at the discretion of the Head of Learning Area, the student will be penalised with a lower mark.

Plagiarism Assignments or other work that is not the student’s own work, but is presented as such, will not be accepted. The student will be required to resubmit the work or complete an alternative assignment which may incur a marks penalty.

Study Skills Success in studying is the result of hard work. By having a positive attitude towards study, using effective study techniques and organising themselves, students will have more chance of success. Self Organisation If a student learns to use their time and organise themselves effectively, then studying and research will become easier. Students should: • learn to recognise the times when they can concentrate the best, these may be the best times to spend studying their hardest subjects • draw up a study and homework timetable that will fit their needs, everyone is different • write in the times they are required for family routines and any other

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commitments • not plan too heavy a timetable at the start, give themselves time to achieve some success • difficult or weak subjects should be placed early when their mind is fresh and alert • make sure that they don’t have several difficult subjects planned for the same night • commit this plan to God in prayer • try to do their homework during free time or early in the evening and allow the rest of the night for studying or writing up assignments • plan ahead and not leave research for an assignment until the last minute. Reading requires time and they might not be able to obtain the material when it is required If this occurs, extra pressure is put on the student and study becomes much harder. When and Where to Study The atmosphere of where your student studies and works is most important. • A place of their own is best. Ideally, it should be quiet, have good lighting and heating, be away from the TV and have plenty of room to leave books spread out. • They need to work in tidy conditions e.g. pencils, pens etc in containers. • They will also need a comfortable seat. • Some people can work while listening to music, but when studying or concentrating hard it is advisable to leave it turned off. • They should decide when the best time is for them to study. Some people work better in the morning, others at night. Learning is often best when you work in

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short, concentrated bursts. The study routine should be established on a timetabled basis. Students and parents should work towards developing an individual and structured study program. How to Study For maximum effectiveness during a study session, the mind needs to be focused on what the student is studying. This requires more than just reading. Successful students use techniques such as; noting lists of points while they read, saying points while they read, saying points out loud, covering a diagram or chart and jotting down the key points. Just copying from a book doesn’t necessarily keep the mind active and on task. A good principle for students when studying is to be as mentally active as possible; when having a study break they should be physically active. Students should set themselves a target they can reach, then work to achieve it. They should aim to: • spend the first five minutes of any study session reviewing what they last did on the subject • learn notes by reading a few pages at night and then again in the morning. Many people find that after doing this two or three times they can remember most of the notes they have read • recite facts onto a tape and listen while they are doing other jobs • redraw diagrams and label them from memory • allow themselves five minutes break between each session of studying. This may need to be extended to ten

minutes at senior level. This break should be used effectively; a short walk, something to eat, some light exercise. Take the mind off study, but make sure they go back to work. Students should follow these steps: Read: • notes from class lessons • teacher handouts • assignments they have done • the text and/or any reference material, this should be done as fast as they can. Organise and Summarise: • Student should take notes, number and list the points where possible. • Organise notes and summaries to be learned. The more the notes and summaries are handled, the better they will be remembered. Learn: • Students should read in short bursts, close the book and write down or say the main point. • Practise writing down main points under headings. • Make sure they understand the material. Memorising without understanding won’t help them to remember. Points for students to remember when doing an assignment • To find information, skim read the text looking for main headings and key words. Check the table of contents at the front of the book and the index at the back of the book if they are looking for a particular area.

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• Note making should be brief and to the point, sometimes just a single word. Number points, placing them under headings. Notes should not be written word for word, always re-write what the book says in their own words. • Outline the assignment. Plan what they intend to do. • Title page - subject topic or heading done in simple lettering. • Introduction - the background information to the assignment. • Body - major points that they will expand. • Conclusion - give a summary and round off the assignment. • It is important to write neatly. • Copy information from notes correctly. It is often wise to do a rough draft first. • When finished, the work should be proofread carefully to correct any mistakes. Look for spelling and punctuation errors, missing capital letters, sentences or paragraphs that don’t make sense. • Write a bibliography. This is usually the last page of the assignment and lists all the books, magazines, newspapers and other sources from which the information was obtained. • Students should check to see the asssignment is presented well • Pages must be neat, ruled and clean, headings done simply, diagrams and maps neatly drawn, pages in correct order and stapled together, and the name and form written on the title space.

Steps for students in doing an examination or test:

Test and Examination Exam time is generally an anxious time for both students and teachers. Students need to learn to relax so they may study better.

• their name and/or number is on each sheet • questions are numbered correctly and in the correct order.

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• Read the directions before the questions. • Quickly read the paper as a whole, noting how many questions are to be completed and how they are to be answered. • Check the value of the questions and total time allowed for the exam. Work out the time to be devoted to each question leaving time for re-reading the paper. • Re-read the questions, deciding which ones they will answer (if there is a choice). • Read the selected questions; make a rough plan of the main points to be covered. • For essay type questions, make a rough plan of the main points to be covered for all questions before they begin writing. • Answer the easiest question first. • Start each essay on a new page. • If they run out of time and can’t write all information in sentence form, jot down in note form the main points they wish to make. • Try to answer the questions without using unnecessary words. • Introductions and conclusions should be brief and relevant. • Make sure handwriting is legible. At the end of the examination check that:

Swan Christian College

Essay Writing

Camps

Statement - begin with a statement (topic sentence) that answers the question clearly and succinctly.

Year 7 Camp The Year 7 Camp is an opportunity for new students from a range of schools to come together, breaking down barriers, making friendships and establishing relationships that last for years. It is an invaluable start to College life for these students.

Evidence - support the statement with evidence and/or examples. Explanation - explain how the evidence supports or is relevant to the opening statement. Link - if part of a longer answer, link the content of this paragraph to the question they are answering, and to the next paragraph. The above is a basic structure that constitutes the minimum for a well-defended response. Remember the acronym S.E.E.L.

Reports At the end of Term 1, an Interim Report is issued to all students. It is a simple way of letting parents know generally how their child has started the year. Exams are held in Term 2 and Term 4 with full formal Reports issued mid-year and end of year.

Co-curricular Activities

Year 10 Camp The Year 10 Camp is divided into gender groups and deals with gender issues. The boy’s camp is an adventure based camp and addresses issues specific to boys, whilst the girls’ camp is a culture camp dealing with girl’s issues. Year 12 City Camp This is an important camping program for the students and sets the standard for Year 12. This camp encourages students to develop an attitude toward their last year of study where time is well used, focus is gained and attitudes are capitalised upon. Leadership Camps The overall aim of the leadership camps is to bring students together to engage in leadership development through instruction and participation in team building activities which equip students to find and answer God’s call.

The College offers a wide range of co-curricular activities both during school and out of school hours. These include music tuition, whole school productions, interhouse and other sporting competitions, leadership training and urban and overseas missions. 2015 | Parent Handbook 43

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Senior School Pastoral Care

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Counselling Team

Absentee procedures

The College provides a high level of care and support for those students who may be experiencing difficulties in relationships, family and personal matters, or perhaps those needing to make important decisions and would benefit from talking it over with another person, or maybe to discuss an issue or concern. The College has a Psychologist and two Student Counsellors on site, available to assist students and families in these situations and to provide ongoing care and support as appropriate. All matters are treated with absolute respect, discretion and confidentiality. It may be helpful for students to understand that to seek support and guidance in life is not a sign of weakness, but rather maturity and courage. The progress of all new students is reviewed by the Student Counsellor at a brief interview a short time after commencement. The Student Counsellor also works with small groups to discuss various topical issues, to conduct workshops and other training. The Psychologist is available to conduct psychological assessments, short term therapy and liaise with external specialists. Appointments to see the Student Counsellor or Psychologist are to be made through Student Services.

There are certain legal responsibilities involved in attendance at the College. In particular, a student may not leave the grounds for any purpose during the College day without special leave from the Principal, or from those to whom he/she delegates his/her authority, and must sign the leave book on departure and return. When a student is absent, the College must be notified by 8:30am on the morning of the absence. Except in the case of illness, a student must be in attendance on all days on which the College is open, unless leave has been granted by the Principal. This responsibility includes sports carnivals, excursions, camps and evening functions essential to the College program. It is important to realise that any interruption may disadvantage a student’s academic progress, particularly in Years 11 and 12. Year 12 practical examinations and mock exams occur in the Term 3 holidays.

Students in Need In all areas, staff are committed to the short term and long term well-being of all students in their care. Should you have a problem or desire specific help in any area, please feel free to discuss the matter with staff.

Attendance Government funding for all students is based upon an audit process that requires individual students to attend more than 90% of the College program. The program includes regular school days, compulsory sport carnivals, camps and excursions. Parents are required to inform the College of every absence and provide reasonable explanations for the absence. The following examples are not accepted by the government as a reasonable excuse for absence: • Participating in a holiday the duration of which will be more than one whole week of the school term. 2015 | Parent Handbook 45

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• Undertaking leisure/recreational activities during school hours (ie. shopping, camping , fishing, visiting friends). Please keep in mind that this applies to a total of 10% or more absences which might be accumulated throughout the year. In order to take students out of the College program during term time, parents are required to formally apply to the Principal in writing. Requests should be made with due consideration of time required for the supply of educational programs to the student should permission be granted. If a student does not receive funding due to unreasonable absences, parents may be liable to the College for the lost funding which equates to the same fees as a full fee paying overseas student. Arrival at the College Students are expected to come directly to the College, arriving no earlier than 8:00am and no later that 8:30am, as supervision by staff commences at 8:00am. Students who arrive at College after 8:30am must sign in at Student Services on arrival and may be required to provide a written explanation.

instructions and work for assignments given during an absence. An explanation is required from a parent/guardian any time a student is absent from the College. A student is considered truant if they fail to attend their class, even if they are still on College property. Parent Contact Parents must contact the College with an explanation of their child’s absence. This contact can be via a written note, a telephone call or by SMS text message in response to a notification. SMS Notification of Absences When students have an unexplained absence from the College, parents will receive an SMS message letting them know and requesting an explanation for the absence. Due to whole school assemblies taking place on Mondays, the attendance has been modified to check attendances in Period 2 and Period 3 and then an SMS message will be sent. For Tuesday through to Friday the system will check attendance for Period 1 and Period 2.

Students arriving late will be issued with a late note. Having arrived at the College, students should stay at the College. Any legitimate early departure must be registered at Student Services and verified by a parent note before the event.

Early Departure Students must sign out in Student Services if they need to leave the College early for any reason. A note is required from a parent and the parent will need to collect their student from Student Services. The student is to present their note to the class teacher, who should then allow them to leave class so they can sign out with their parent in Student Services.

Class Absences Consistent, punctual class attendance is required of all students. It is the student’s responsibility to catch up on all

Late Arrivals to Class Students who arrive late to class from a previous lesson must have a note from their previous teacher.

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Student Illness Sick students will either be brought to the sick bay and attended to by the teacher concerned, or a note sent requesting Student Services staff to attend to the student. College staff are not permitted to issue any prescription medication without prior written parental and doctor authorisation forms. Students showing symptoms of sickness should not be sent to school by their parents/guardians. Students suffering from anything contagious such as head lice, school sores, ringworm, chicken pox, measles, mumps or rubella are prohibited from attending the College. Students feeling ill during the day should report to Student Services so that appropriate action can be taken. If students become unfit to attend lessons whilst at the College, arrangements for their return home will be made with parents.

Medical Requirements Prescription Requirements If your child requires staff to administer any medication during College hours, you and your family doctor must complete and sign the relevant medical forms obtained from Student Services. A Medication Instructions from Prescribing Doctor Form must accompany the medication that your child is permitted to take. Without this form staff are unable to administer any medication to your child. All medical forms and medications are kept at Student Services. This means that:

• College staff will only give prescribed medication where there is an agreement between you, the College and written instructions from the prescribing doctor. If your child has to have prescribed medication at school you must complete the relevant forms available from Student Services. • If a medical condition exists e.g. asthma, bee stings etc where assistance is required in an emergency we will need a Student Medical Emergency Request Form completed. Panadol Administration If parents want the College Staff to dispense paracetamol (ie Panadol) to their child when they are unwell, they must complete the Student Medication Instruction from Parent Form. This only needs to be completed once and will be kept on record for a long as your child attends the College. Parents will be contacted by telephone to verbally authorise the dosage at each administration of paracetamol. A written record will be kept by the College each time paracetamol is dispensed to a student. There are risks associated with the administration of any drug and we will not administer paracetamol if we are unable to contact a parent for confirmation to proceed with a specific dose.

Casual Dress Days Casual Dress Days are usually limited to two per year. The purpose of Casual Dress Day is at the discretion of the Principal.

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Casual Dress Day guidelines: • dress is to be modest • no skin tight clothing • no singlet or halter neck tops or dresses for girls • no offensive slogans and/or images on any clothing • no bare midriffs • no thighs showing (skirts, dresses and shorts to touch the knees) • a little make-up and jewellery • closed-in footwear is required • no earrings for boys • for Science, Home Economics and Technology, the student’s hair is to be tied back, jewellery removed • normal Physical Education uniform is required for Physical Education classes.

Winter Uniform (Years 7 to 12)

Boys • Long charcoal pants with black belt (ring and tongue buckle) and banded grey school socks • Blue chambray shirt with College logo on pocket and College tie • V-neck jumper with College logo • Blazer • Black leather lace-up shoes, with heel Girls • Blue plaid skirt with white socks or 70 denier navy tights • Blue chambray shirt with College logo on pocket and College tie • V-neck jumper with College logo • Blazer • Black leather lace-up shoes, with heel

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Summer Uniform (Years 7 to 12)

Sport Uniform (Years 7 to 12)

Boys • Charcoal shorts (optional for Years 10-12) with black belt (ring and tongue buckle) and banded grey school socks • Blue chambray shirt with College logo on pocket • Black leather lace-up shoes, with heel • Swan Christian College slouch hat Girls • School dress with College logo • White fold down socks • Black leather lace-up school shoes, with heel. • Swan Christian College slouch hat

• • • • • •

Polo shirt in House colours College shorts - navy College tracksuit top - navy College tracksuit pants - navy White sport socks Shock absorbing gym shoes predominantly white preferred (no Volly OC’s, Vans, skate shoes or canvas casual shoes)

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Acceptable Girls’s Shoe Example:

Shoe Guide Acceptable shoes for boys and girls must be sturdy material, offer adequate support and cover the entire upper section of the foot for protection. They should be: • black leather • lace up school design • heeled up to 35mm. Please consult the College if you have any concerns about the acceptability of shoes you are intending to purchase as unacceptable shoes will need to be replaced. Acceptable Boy’s Shoe Example

Unacceptable shoes for boys include: • • • • • • • •

black leather slip-on pointed or long angular toe black runners / sport canvas boot style Velcro fastened have coloured stitching business style shoes

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Unacceptable shoes for girls include: • • • • • • • • •

thin soled slip-on laced ‘ballet’ flat thin soled no heel black runners / sport canvas boot style Velcro fastened have coloured stitching

Swan Christian College

Swimming When students are representing the College (ie. competitions, interschool and interhouse carnivals) they are expected to wear the College bathers with logo. Hair Accessories ONLY College hair ties or bands (white or navy colour) are allowed.

Media Players (ipods, mp3s, mp4s) Students are permitted to use media players when they are travelling to and from the College. At the College during the day, the media player needs to be turned off and stored safely unless a student has permission from a teacher to use it for a class activity. The only exception to this rule is for Year 12 students who are in a private study class where they listen to their iPod to block out the sounds from the class they are in. Students who use media players at school outside of these requirements may have them confiscated according to our Confiscation Policy. The College is unable to take any responsibility for any media player that is stolen or lost.

Confiscated Items • The item is placed in a specially labelled envelope and brought to Student Services. • Student Services keeps a register of confiscated items and any valuable items will be placed in the safe. • Normally, confiscated items will be returned at the end of the term. Students will be reminded of this via the Daily

Notices at the end of the term. Any unclaimed items will be given to charity. • Mobile phones will not to be confiscated beyond the end of the school day without the consent of the parent/guardian. • The College acknowledges that confiscated items are ultimately the property of the parent/guardian. Although all care will be taken with confiscated jewellery, the College accepts no liability for confiscated items as students are requested not to bring or wear additional jewellery apart from what has been allowed.

House System Students will be allocated to a House upon entry into the College. The House system will provide a support structure for Pastoral Care, sporting and cultural activities within the life of the College. When a student accepts membership of a College team, group or society, he or she accepts all the commitments involved in that membership, for not to do so is a mark of little respect towards the other members of the group concerned. Sports carnivals are organised at a House level and an interschool level. These are considered important events in the College calendar and participation in these is an honour. Attendance is compulsory at House Carnivals. The Houses at Swan Christian College are: Bell, Bennett, Kennedy, Mungulu and Shenton. These Houses operate through sporting activities and cultural activities. Each House is coordinated by the Head of House and House Captains. 2015 | Parent Handbook 51

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House Competitions Each year there is a Swimming and an Athletics carnival organised on a House basis. Each House selects its competitors through competition before the Interhouse Competition.

might use it to God’s glory. Throughout his life he was most generous. His gifts enabled church buildings to be erected and furnished, combined church activity to be undertaken and other Christian enterprises to be extended.

Other activities, such as fun runs and the lunchtime House competitions are organised on a House basis. Other House Activities include Debating, Drama and Chess Competitions.

Mrs Bell was his strong supporter and their hospitality was legendary. Interstate and international visitors were liberally entertained in their home.

The names of our Houses come from important Christian leaders in Western Australia’s history: History of the House Names (History of House Names prepared by past Principal, Dr Ian Lambert)

Albany (Peter) Bell Businessman and Benefactor (b. Perth, WA, 24 April 1871; d. Perth, WA, 14 September 1957) Albany Bell’s mother, Jane Bell, was a foundation member of the first Church of Christ in West Australia and young Albany was among the first new members to commit his life to Christ. He was baptised in the Swan River in March 1891. He commenced business in Fremantle as a confectioner. A good businessman, he soon had several branches in the city and other towns. He later established a chain of restaurants around Perth. Albany Bell made money only that he 52 Parent Handbook | 2015

Albany Bell was not only successful in business; he was also a highly respected member of the community and served as a Justice of the Peace (JP). He was a foundation member of the YMCA and the Silver Chain Nursing Association in WA and a member of the Perth Hospital Board. It was written of him ‘the great and chief responsibility of life is to spread abroad a knowledge of the truth of Christ’. His faithful allegiance to the local church saw him as secretary, chairman, deacon emeritus and Sunday school superintendent in which capacity his enthusiasm and initiative were an inspiration. He was also active in state and federal conference spheres. From the inception of Conference he was a prominent member of the Home Missionary Committee and was four times Conference president. A good speaker and an able debater, he made valuable contribution to all Conference sessions. Albany Bell always had the wellbeing of the Aboriginal people at heart and contributed generously towards improving their lot. His greatest single contribution to the Aborigines was his gift to the Board of a valuable fertile property at Roelands. On this tract of land a largely self-supporting

Swan Christian College

mission station was established and it now has a large grapefruit orchard, which gives financial support to the Mission One of his many achievements was his dedicated service in the cause of the Aboriginal people by whom he is remembered with lasting gratitude, affection and respect. Gordon A Ewers, A Century of Worship and Witness (Perth, nd)

Mary Montgomery Bennett Teacher of Aborigines (Mt Margaret, 1932 - 42) Mary Montgomery Bennett was an educated lady who spent her childhood in Queensland. Mary’s father leased a large tract of land, which he called ‘Lammermoor’. He was kind and fair to the Aboriginal people who worked for him, and his daughter absorbed these attitudes. Later, living in London she met and married a naval captain, who was killed in action during World War One. She returned, heartbroken, to Australia. Without children herself, she adopted the whole Aboriginal race. These people became her family, and she showered them her love, her material resources and unswerving efforts for their upliftment. In 1930 Mrs Bennett wrote The Aboriginal as a Human Being and dedicated it ‘To my childhood friends, the Australian Aboriginals’.

At this time, WA government policies regarding the Aborigines were moulded by anthropological thought that the Aborigines of Australia were the ‘missing link’ in Darwin’s theory of evolution. On the other hand, Mrs Bennett held strong views that these people were precious in the sight of God, and capable of anything which any other human being could do. Her Christian beliefs were the foundation for these views. It was inevitable that she and the government would come into conflict. Mrs Bennett travelled widely, and in 1932 settled at Mt Margaret Mission (a station of the UAM) in the goldfields of Western Australia. Here she found an environment where her gifts, her initiative, and her intense ambition for the Aboriginal people, could effectively flourish. At first she added spinning and weaving to the crafts already being taught. One day, while speaking with R S Schenk, the superintendent, she asked what was the greatest need of the Aboriginal people. He replied that after the Gospel of Jesus Christ, which is the essential need of every human being, the most important need was education. On the spot Mrs Bennett replied ‘Then I will be your teacher’. From that day on ‘school’ took on a whole new meaning at Mt Margaret. Mary scoured the world for new teaching methods, and these forgotten children of the desert had the benefit of teaching techniques not introduced into Australia until years later - and that at a time when Aboriginal children were barred from State schools in Western Australia. The children responded and the results were quite remarkable. However, the main reason for her success stemmed directly from her belief that each child was created by God in 2015 | Parent Handbook 53

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His image. She made each child feel his or her innate worth in the Saviour’s eyes, and his or her ability to achieve anything. To the children of Mt Margaret, where she did her most significant work, she was awesome. In spite of ill health (she was diabetic) she was not a lady with whom you could mess around, as the government found to their great chagrin. However, that was only one side of her. Her pupils saw the other side of her, but the government never did. She loved her students, and they knew it, and speak of her with great affection even today. In tandem with her heavy teaching load, Mrs Bennett had a prolific correspondence with government and welfare groups, which promoted changes in legislation about the Aboriginal people and their treatment. In her later years Mrs Bennett lived in Kalgoorlie, a friend to her ‘adopted’ family to the end. She was a remarkable lady, whose impact on her world is still being felt today. M Morgan, A Drop in the Bucket: The Mt Margaret Story (Lawson, 1986); M M Bennett, A Christisson of Lammermoor.

William Kennedy Baptist Minister (b. Oxley, Victoria, 1868; d. Pingelly, WA, 26 April 1929) Born the sixth child of farming parents, Kennedy commenced training at the 54 Parent Handbook | 2015

Victorian Baptist College, Melbourne, in 1893. During his training he served as a Home Missioner at Hopetoun, Wimmera North district (1895), Kerang (1896), and also at Hoddle Street Mission (now Abbotsfield Baptist Church), Melbourne. In response to the appeal for help by Rev A S Wilson of Perth at the Victorian Annual Assembly of 1897, Kennedy took up the pastorate of Katanning Baptist Church in February 1898. In May of that year he married Ada Greenslade of Melbourne, the first Baptist wedding in Western Australia. His wife had trained for missionary service at Mrs Warren’s Missionary Training Home, Melbourne. Two children were born to the Kennedys. Kennedy had a deep concern for people in developing agricultural districts of the Great Southern region of Western Australia; by means of a horse-drawn Gospel Van and Gospel Tent and in conjunction with Home Missioners he pioneered this work in a number of towns. He held pastorates at Katanning (1898-1901), Boulder City (1901), Narrogin (1902-07, 1909-11, 1923-24), Woodanilling (1907-09), Pingelly (1911-13), Midland Junction/Bellevue (1914-15) and during World War One was YMCA chaplain at the Blackboy Hill army camp (1916). In later years deteriorating health curtailed his pastoral involvement, and he spent some five years working with farmers in agricultural areas and the hills district. A preacher of the Gospel, Kennedy was a born leader who enthused others. During his pastorates along the Great Southern line, church buildings were erected at Katanning, Narrogin, Woodanilling, Pingelly, and Maracoonda, with Kennedy advocating self-help and personally participating in their physical construction. He encouraged

Swan Christian College

Home Missioners to follow his own practice of maintaining a Christian presence in the community by participating in civic affairs. L J Gomm, Blazing the Western Trails (Sydney, 1935); R E Galloway, ‘William Kennedy, the forgotten pioneer’, Westralian Baptist, 5:1 (1990).

Alan Mungulu Aboriginal Community / Church Leader (b 1925; d. Derby, WA, 21 February 1978) Alan Mungulu’s parents Njimandum and Ruby had traditional upbringings as Worora Aborigines in the Kimberley region of the north-west of Western Australia. Njimandum visited the newly established Port George IV Mission as a youth and when the Rev J R B Love rejoined this mission at a new site, Kunmunya, in 1927. Mungulu’s father worked closely with him, building the first Aboriginal occupied house, working on the translation team and encouraging his people to settle disputes peacefully and to cease painful rituals. Mungulu was baptised with his parents and sister, Elkin, on Easter Sunday 1929. He attended the mission school and in addition to literacy, attained skills in woodwork and leatherwork. His father intervened to prevent his initiation. As a young man he worked as an engineer on the mission lugger, the Watt Leggatt. In the late 1940s he became seriously ill while on the lugger at sea and was taken to Cockatoo Island and then Derby Hospital.

While in hospital he perfected his skill in pearl shell carving. He was transferred to Perth where a diagnosis of poliomyelitis was confirmed. For the remainder of his life he was very restricted in movement. He married Gudu, a Worora girl, in 1950 and they had five daughters and one son. The mission was moved to a new site, Wotjulum, in 1951 and there he conducted a school class for beginners. Because of limited employment and educational opportunities the mission was moved again in 1956 to Mowanjum, a cattle station close to Derby township. Mungulu encouraged the people by comparing this move to the exodus of the people of Israel. He preached frequently in the mission church, conducted classes at the Derby school and looked after the mission store. In 1958 he was ordained as an elder of the Presbyterian church. In 1972 the church handed over control of the station to the Mowanjum Community Incorporated and he became chairman, a position he held until his death. In 1974 he attended a six weeks course at Aurukun Mission in North Queensland and was authorised to administer sacraments. He conducted his first baptism on 20 July 1975. The proximity to Derby brought increasing social problems to the Mowanjum people and he faced great pressure as a community and church leader. He was sustained by the faith he had been nurtured in by his father and J R B Love. In a sermon in 1977 he referred to broken objects and lives and wrote that ‘there is one thing that can’t be broken and that is the Word of God. God does not break His promises’. Despite physical disabilities which confined him often to a wheelchair and the pressures of community life, he displayed great care for all people, understanding, patience, 2015 | Parent Handbook 55

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wisdom and love, qualities sustained by his regular practices of Bible reading and prayer. He contributed to the development of a handcraft industry at Mowanjum through his delicate carving of designs on emu eggshells, pearl shells and boab nuts. He shared his deep insights into both Aboriginal and White Australian cultures, and a large gathering of government, civic, church and community representatives paid tribute to his contribution to church and community at his funeral on the 27 February 1978. Maisie McKenzie, The Road to Mowanjum (Sydney, 1969).

Sir George Shenton Wesleyan Businessman/Politician (b. Perth, WA, 6 December 1840; d. Perth, WA, 20 June 1909) Young George Shenton carried on the excellent reputation of his pioneer father George Shenton and became even more notable in the life of the growing colony. He served for many years as a member of the Legislative Council and at one time was the Speaker. In 1880 he became the first mayor of Perth and was later knighted for his services to the community. Sir George formed a company called Shenton Elder & Co, which later became Elder Smith & Co. Like his father before him, Sir George was totally committed to the Methodist Church. Upon his father’s unexpected death he took 56 Parent Handbook | 2015

upon himself the business and financial responsibility for the building of the new church on the corner of William and Hay Streets. He honoured his father’s promise by donating one thousand pounds to the Wesley Church Building Fund. He saw too that his father’s wish that the new church be called Wesley Church was fulfilled. Later, in 1875, he ordered and donated to the church the first pipe organ in the colony and later still, in 1909, just prior to his death, he donated a second and larger pipe organ to Wesley Church, which is still in regular use. Another gift of the Shenton family was the magnificent stained-glass memorial window in the chancel of Wesley Church. Sir George Shenton and his family were faithful members of the church and it is on record that at the stroke of 10.45am by the Town Hall clock on Sunday mornings, he and his wife, leading all the members of their considerable family, could be seen stepping towards Wesley Church almost in procession. Shenton continued the strong influence of the Methodist community in the city of Perth and shaped the civic life of the city. A committed Christian and family man, his faith and work influenced all levels of community. Ronald E Turner, Foundations Not Made With Hands (Perth, 1984); Wesley Lutton, The Wesley Story (Perth, 1970); Australian Journal of Pharmacy (August, 1968); The Shenton Papers (Battye Library, Perth); Register of Baptisms (Wesley Church Archives, Perth).

Swan Christian College

Student Leadership Student Leadership Team A number of recognised Year 12 students are appointed as the Student Leadership Team. There are two College Captains, one boy and one girl, selected by the College Executive (along with the Vice-Captains and the Student Leadership Team) from those recommended at the end of Year 11 by their colleagues and the staff. The Student Leadership is an important role within the College and they are expected to exert a strong, personal influence on the student body, fostering a healthy College spirit and respect for the values and standards of the College. The College Captains are responsible to the Principal for the effective carrying out of their responsibilities. There are usually two College ViceCaptains, one boy and one girl, whose responsibilities to the College community are similar to those of the College Captains.

College assist and support the College Captains, Vice-Captains, and the Student Leadership Team in setting a positive tone within the College and maintaining the values and standards of Swan Christian College. They should be ready to assist teachers and student leaders in implementing College policy. Through personal example, they should become positive role models for younger members of the College, and use their influence as leaders to guide and counsel students where necessary.

Special Area Captains Special Area Captains are responsible for special areas of the College. This year they are as follows: Academic, Christian Union, LOTE, Performing Arts, Media, Sport, Student Welfare, Visual Arts and House Captains (Bell, Bennett, Kennedy, Mungulu and Shenton).

The rest of the Student Leadership Team share the responsibilities of the College Captains and Vice-Captains in ensuring a positive tone is set in the College and that the values and standards of Swan Christian College are maintained. Members of the Student Leadership Team are responsible to the College Captains, or the Vice-Captains, as their deputies, and to the Principal. Under the Senior Student System, all Year 12 students at Swan Christian 2015 | Parent Handbook 57

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Who Do I Contact

Major disclosures Enrolment review

Principal

Confidential Info Policy clarification

Assistant Principal

Assistant Principal

Operation, Strategy bullying

harrassment

drugs

alcohol

fighting

pornography

stealing

IT breaches

Year 7, 8 and 9 Students

Dean of Studies

Student & Staff

Career advice Academic pathway Subject Selection Academic Counselling

Dean of Student Wellbeing

Head of Senior School

Head of House

Head of Learning Area

lateness truancy uniform

absenteeism

poor behaviour ongoing progress

health /family difficulties social/emotional concerns behavioural problems

12 Students

Academic concerns Wrong classes Incomplete assessments Cheating/plagiarism

Homework

Pastoral Care Teacher

Subject Teacher

Method of Contact

uniform

Telephone Email Appointment

Assessment Class work Academic progress

Absentees/Health

Note in organiser

Parent

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Year 10, 11 and

Student Services

Co-curricular Voc education Student leadership Ed support

Everyday Academic Concerns

absentees

Difficulties with

Serious Academic Difficulties

Repeated Behavioural Pastoral Difficulties

Assistant Principal Wellbeing

Difficulties with

Everyday Concerns Everyday Contact

Teaching & Learning Major Academic Difficulties

Oversight of Pastoral Behavioural Difficulties

Innovation,

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