Parents/carers whose children enrol at Harrisdale Senior High School are encouraged to check this webpage periodically for new policies and any policy updates.
Our School’s policy and procedures are aligned to those of the Department of Education and Department of Health. We will:
- provide, as far as practicable, a safe and supportive environment in which students at risk of anaphylaxis can participate equally in all aspects of their schooling;
- raise awareness about anaphylaxis and our anaphylaxis management policy in the school community;
- engage with parents/carers of each student at risk of anaphylaxis in assessing risks and developing risk minimisation strategies for the student; and
- ensure that staff have knowledge about allergies, anaphylaxis and the School’s procedures in responding to an anaphylactic reaction.
Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in school-aged children are peanuts, eggs, tree nuts (e.g. cashews), cow’s milk, fish and shellfish, wheat, soy, sesame and certain insect venom (particularly bee stings).
The key to prevention of anaphylaxis in schools is knowledge of the student who has been diagnosed as at risk, awareness of allergens, and prevention of exposure to those allergens. Partnerships between schools and parents/carers are important in helping the student avoid exposure.
Adrenaline given through an adrenaline auto-injector (such as an EpiPen® or Anapen®) into the muscle of the outer mid-thigh is the most effective first aid treatment for anaphylaxis.
Individual Anaphylaxis Health Care Plans
It is the responsibility of the parent/carer to:
- provide an Australian Society of Clinical Immunology and Allergy (ASCIA) Action Plan completed by the child’s medical practitioner, with a current photo; and
- inform the school if their child’s medical condition changes, and if relevant provide an updated ASCIA Action Plan.
An Individual Anaphylaxis Health Care Plan needs to be developed in consultation with the student’s parents/carers, for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis. The Individual Anaphylaxis Health Care Plan will be in place as soon as practicable after the student is enrolled and where possible before their first day of school.
The student’s Individual Anaphylaxis Health Care Plan will be reviewed, in consultation with the student’s parents/carers:
- annually, and as applicable;
- if the student’s condition changes;
- immediately after the student has had an anaphylactic reaction
The principal (or delegate) is responsible for providing information to staff, students and parents/carers about anaphylaxis and development of the school’s anaphylaxis management strategies.
Casual relief staff are informed of the policy and where to access information about students on Individual Anaphylaxis Health Care Plans.
Teachers and other school staff, who have contact with the student at risk of anaphylaxis, are provided training in anaphylaxis management including how to respond in an emergency.
Wherever possible, training will take place at the start of each school year.
The school’s first aid procedures and student’s ASCIA Action Plan will be followed when responding to an anaphylactic reaction.
The key to prevention of anaphylaxis is the identification of allergens and prevention of exposure to them. The School will employ a range of practical prevention strategies to minimise exposure to known allergens.
Parents/carers of a student at risk of anaphylaxis are encouraged to assist schools in providing a safe environment for their child. Parents should:
- Inform the school, either at enrolment or diagnosis, of their child’s allergies and whether their child has been diagnosed as being at risk of anaphylaxis (e.g. provide an ASCIA Action Plan completed by their child’s medical practitioner).
- Meet with the school staff to develop their child’s Individual Anaphylaxis Health Care Plan. It should include an ASCIA Action Plan completed by their child’s medical practitioner.
- Inform school staff of all other relevant information and concerns relating to the health of their child.
- Provide the adrenaline auto-injector in the students’ bag and any other medications.
- Replace the adrenaline auto-injector and any other medications before the expiry date. It may be advisable to check expiry dates at the start of each term.
- Alert staff to the additional risks associated with non-routine events and assist in planning and preparation for the student prior to school camps, field trips, in school activities, excursions or special events such as class parties or sport days.
- Educate their child about the responsibility of carrying their own adrenaline auto-injector and the need to have their medication available at all times.
- Inform staff of any changes to their child’s emergency contact details.
- Participate in annual reviews of their child’s Individual Anaphylaxis Health Care Plan.
- Provide the school with an immediate update if there is a change to their child’s condition.
Students diagnosed with anaphylaxis are to have their prescribed adrenaline auto-injector available in their school bag at all times as well as an antihistamine on their person. They should inform the school café manager, check items sold at the café and avoid items with allergens. It is also important for students to inform relevant teachers of any allergies should cooking of foods be part of the curriculum.
At Harrisdale Senior High School (HSHS), all members of our school community are committed to ensuring a safe and supportive environment where students, staff and visitors have the right to be respected and have a responsibility to respect each other. Bullying is damaging, anti-social and unacceptable at Harrisdale SHS wHere we seek to create a culture that allows all students to flourish and staff to work in an environment free from discrimination, harassment or any form of bullying.
We aim to provide an environment that is physically, emotionally and intellectually safe for all members of our school community.
Bullying is when an individual or group misuses power to target another individual or group to intentionally threaten or harm them on more than one occasion. This may involve verbal, physical, relational and psychological forms of bullying.
Types of bullying:
- verbal bullying: The repeated use of words to hurt or humiliate another individual or group. Verbal bullying includes using put-downs, insulting language, name-calling, swearing, nasty notes and homophobic, racist or sexist comments.
- emotional/psychological bullying: Includes repeated stalking, threats or implied threats, unwanted email or text messaging, abusive websites, threatening gestures, manipulation, emotional blackmail, and threats to an individual’s reputation and sense of safety.
- relational bullying: Usually involves repeatedly ostracising others by leaving them out or convincing others to exclude or reject another individual or group, making up or spreading rumours, and sharing or threatening to share another’s personal information.
- physical bullying: Includes repetitive low level hitting, kicking, pinching, pushing, tripping, ‘ganging up’, unwanted physical or sexual touching and damage to personal property. More serious violent behaviours are not necessarily treated as bullying and may be better managed through the school’s discipline processes.
- cyber bullying: Involves the use of information and communication technologies such as email, text messages, instant messaging and websites to engage in the bullying of other individuals or groups. This technology provides an alternative means for verbal, relational and psychological forms of bullying.
Bystanders: Bystanders are those who are aware of, or witnesses to, bullying but are not directly involved in bullying or being bullied themselves. All members of a school community need to know how to support those who are being bullied and how to discourage bullying behaviours. Any members of a school community can be a bystander and can learn ways to act successfully in preventing or stopping bullying.
Rights and Responsibilities
|All students, teachers, parents, wider school community||
|Wider community: including other professionals||
Whole School Prevention Strategies
At Harrisdale Senior High School we will implement the following structures and strategies:
- promote collaborative relationships between the school, parents and the wider community to develop and implement school‑based strategies and programs with students;
- develop a whole-school Positive Learning Environment plan based on the teaching and recognition of respectful and pro-social behaviour;
- develop active, trusting relationships within the whole school community;
- establish a skilled anD appropriately resourced student support team;
- provide professional learning for staff and parents in identifying, preventing and addressing bullying;
- promote a school culture that seeks to be proactive and restore relationships affected by persistent or unresolved conflict;
- promote positive staff role modelling; and
- regularly evaluate and review strategies.
Harrisdale Senior High School will identify and respond to bullying behaviours early.
Targeted early intervention strategies include:
- raise awareness and plan around specific forms of bullying, such as cyber-bullying and racism;
- identify and target early signs of problematic peer relationship issues within the school community;
- identify individuals and groups at risk that require targeted programs;
- teach effective bystander behaviour to targeted groups or for specific situations;
- teach pro-social behaviour to identified students and groups;
- provide access to specialist/pastoral care staff and case management processes for students at risk of being targeted or those who demonstrate bullying behaviour; and
- promote the inclusion of parents of students at risk in identifying and addressing bullying behaviours that may be occurring within the community.
Intervention for Bullying Incidents
Harrisdale SHS procedures for responding to incidents of bullying include:
- staff are provided with support and training to manage bullying situations as they occur;
- staff, students and parents have processes for reporting incidents or when they become aware that a student needs support because of bullying;
- intervention practices that resolve conflicts, restore relationships, and promote tolerance and social problem‑solving are used for responding to bullying incidents;
- there are processes for recording and monitoring bullying incidents and interventions;
- bullied students are provided with supports to promote recovery and resilience; and
- case management of students involved in persistent bullying is implemented.
Websites relating to bullying which may provide useful information for parents/carers and students:
Our Assessment and Reporting Policy reflects the principles and practices of assessment and reporting set by the School Curriculum and Standards Authority (SCSA).
Teachers make judgements about student achievement using a variety of assessment tools including marks from tests and common assessment tasks, anecdotal comments, observations, progress maps, work contained in presentation folders and portfolios, digital recordings of student performance, and working in groups.
The National Education Agreement 2009 (NEA) requires the provision to parents and carers by all schools of plain language reports twice a year that:
- are readily understandable to those responsible for the student and give an accurate and objective assessment of the student's progress and achievement;
- include an assessment of the student's achievement against any available standards; and
- include, for subjects studied, an assessment of the student's achievement:
- are reported as A, B, C, D and E (or an equivalent five-point scale), clearly defined against specific learning standards; and
- are relative to the performance of the student's peer group.
Student achievement in the learning areas taught is reported on a five-point scale for all years from Pre-primary to Year 10.
Academic achievement is reported in grades from an ‘A’ to an ‘E’ where:-
A = Excellent Achievement
B = High Achievement
C = Satisfactory Achievement
D = Limited Achievement
E = Very Low Achievement
Reporting student progress to parents is both informal and formal.
Teachers make judgements about student performance on a regular basis as described above and teachers give regular feedback to students and parents in a variety of ways including:
- information sheets explaining performance on tests or Common Assessment Tasks;
- comments on student work using tables to detail the outcomes sought;
- annotations in a homework diary; and
- notes and letters home, or phone calls.
Interim Reports are sent home to parents of students in Year 7 at the end of Term 1, while parents are encouraged to contact individual teachers at any time to discuss their child’s transition to high school or request an informal progress report through the Associate Principal or Year Coordinator.
Parent-teacher interviews will be advertised through the school newsletter and website.
In accordance with policy requirements, teachers report to parents formally each semester using grades. These are standardised reports identical for every school reflecting the Department of Education priority of a common approach to reporting.
Student academic achievement is reported in grades from A-E in the learning areas studied and parents also receive information about their student’s attitude, behaviour and effort. The report also has provision for teacher comment. Formal reports will be emailed to parents/carers.
In addition, towards the end of Year 7, students are issued with a separate report giving important information on their performance in the National Assessment Program – Literacy and Numeracy (NAPLAN).
At high school, it is a student’s responsibility to:
- be aware of the grades they have achieved and plan to improve these grades, with teacher guidance;
- maintain a good record of attendance, behaviour and progress;
- initiate contact with teachers concerning absence from class, missed assessments and other issues pertaining to assessment; and
- complete class work, homework, tests and assessment tasks.
It is a teacher’s responsibility to:
- develop a learning program consistent with the outcomes of the Western Australian Curriculum;
- provide students with a subject overview and details of assessment;
- ensure that assessments are fair, valid and reliable;
- maintain accurate records of student achievement and assessment; and
- inform students and parents of academic progress on a regular basis.
It is a parent’s responsibility to:
- provide information about students with physical impairment / learning difficulties on enrolment. This information is vital as it enables the student’s special needs to be discussed to ensure that he/she is provided the most appropriate program;
- contact classroom teachers if concerned about a particular subject;
- contact the Associate Principal or Year Co-ordinator as soon as possible if they are aware of a problem with their child, either academic, social or emotional. Early identification is vital particularly where students are diagnosed with a learning disability or difficulty; and
- make appointments with teachers for parent evenings and at other times as needed.
The school will develop an individualised report for some students, in consultation with the parents, based upon the student’s individual education plan.
At Harrisdale Senior High School students are not permitted to have mobile phones or electronic devices such as IPods, MP3/4s, PSPs, digital cameras or similar with them during the school day. There is no acceptable reason for any student to have a mobile phone or other electronic device at school during school hours. These devices must also not be used in the immediate external perimeter of the school before or after schoo.
Unauthorised sound recording and image capture of any member of the school community on or in the vicinity of the school grounds using any electronic device including laptops, is strictly prohibited. A breach of this policy will result in suspension from school and related sanctions such as loss of Good Standing. Third party participation in any such recording or image capture will also result in a period of suspension up to five days.
Students who need a mobile phone when travelling to and from school are to leave their phone at Student Services during the school day. There is no need for students to access family and friends during school time. Any emergency contact that may be required can be made through the school administration staff.
Student safety travelling to and from school
The school recognises that there are times when it is appropriate and useful for students to have access to a mobile phone; for example:
- to contact parents outside school hours
- to confirm or change arrangements to pick up a child from music rehearsals, sport practice or similar activities
- for security to and from school and / or part time work commitments.
Parents/carers who want their child to have a mobile phone for these reasons are advised that the student is to leave the phone at school for the day. Students must take the phone to Student Services before school where the phone will be stored with the relevant student details recorded. The phone can be collected at the end of the school day. Students are responsible for ensuring that their mobile phones are clearly identifiable as belonging to them.
Non-compliance with the policy
Students who are seen with mobile phones or other electronic devices at school will have these confiscated.
- First Offence: The confiscated item will be logged and stored at the front office and can be collected by the student after school hours.
- Second and Subsequent Offences: As for the first offence, the device will be confiscated, logged and stored at the front office and can be collected by the student after school. Students will lose their Good Standing status and the normal behaviour management processes that may apply also include detention or suspension.
NOTE: At any time, a student’s refusal to follow a staff member’s request to hand their mobile phone/device to the staff member will be treated as a serious breach of the school’s behaviour code. Sanctions will include loss of Good Standing and detention or may involve suspension from school.
Reasons that mobile phones and other electronic devices are not permitted at our school
- These devices are a distraction to students, and a disruption to classes and the teaching process.
- Mobile phones pose security problems. Mobile phones and other electronic devices are a target for theft. The school cannot and does not accept any responsibility for any theft, loss or damage to these devices.
- Teenagers are some of the worst perpetrators of cyber bullying and the popularity of social media and use of mobile phones and other devices is spreading this problem.
- The ease with which anonymous harassment can occur using internet, email and text messaging is a concern, as users cannot easily block unwanted or unsolicited material. It is an area of bullying where the perpetrator is often invisible and undetected.
- Mobile phone and other device functions are constantly evolving and currently include SMS or text messaging, sound recording, image capture and image messaging – all of which may be used to bully. Digital bullying is insidious and powerful and can have serious consequences for those who are the subject of the attack.
- Invasion of privacy is another concern. A person can be photographed, videoed or recorded, unaware and without permission. This can occur at any time and in any circumstance, for example, in students’ change rooms. The possible inappropriate use of such images, which can also be digitally altered or enhanced, is a real concern.
- With the capabilities that mobile phones and other devices have, security of students and staff, security of confidential school information such as tests, examinations and assessment procedures and the possibility of students cheating are potentially major issues.
- Security in the school grounds is also potentially compromised when a student in conflict with others chooses to enlist the help of “outsiders” with the aid of a mobile phone (instead of reporting the problem to school staff).
- The school’s duty of care may be compromised where students contact parents directly when they are unwell and may be collected without the school’s knowledge.
- Parents may unintentionally interfere in the good order and management of the school when their students contact them directly for matters related to student behaviour management.
These matters are of concern for parents, teachers and all who have a responsibility for the education and care of young people.
The wearing of school uniform at Harrisdale Senior High School is compulsory.
At Harrisdale Senior High School, we believe that the wearing of school uniform promotes and symbolises pride in our school. We fully endorse the Department of Education’s recognition of the benefits of a school uniform for students attending public schools. These include:
- Promoting the safety of students through easier identification;
- Keeping the cost of clothing within reasonable limits for parents; and
- Assisting students to learn the importance of appropriate presentation. Being suitably groomed is part of the process by which students learn to engage with employers and the community.
Under section 128C of the School Education Act (1999), the School Council (Board) determines, in consultation with the school community, a school uniform for students. Public schools are required to have a dress code and students are required to comply with the school’s code unless they have been granted an exemption. (See Appendix A)
Parents indicate their support of this policy on their child’s enrolment form.
Our uniform policy was developed by the School Steering Committee in accordance with the WA School Education Act (1999), Regulations (2000), and Department of Education policy on dress standards for students in public schools.
In 2017, the school will establish a Uniform Committee to monitor the appropriateness of the uniform and to make recommendations to the School Board. This includes the uniform for the Senior School. Thereafter, the school uniform will be reviewed every three years.
At Harrisdale Senior High School, the expectation is that students will comply with the dress requirements and that valuable school time will not need to be diverted to following up on breaches of school uniform policy. Parents indicate, on their child’s enrolment form, that their student will comply with the school uniform. The school uniform comprises:
Lower School (Years 7 – 10)
- White cotton school shirt, full button with logo. In colder weather a plain white T-shirt or roll-neck top can be worn under the shirt for extra warmth. This must not hang down past the arms of the school shirt. Scarves must be in the Harrisdale navy blue.
- Suitable enclosed low-heeled shoes, sturdy sports or flats. Slip-ons are not accepted for safety reasons. All footwear must be black and no variations are permitted.
- Plain white socks or plain navy blue stockings for girls. Leggings are not permitted.
- Plain black socks for boys.
Students then have a choice of:
- Navy blue, good quality tailored full-length plain trousers with logo.
- Navy blue tailored shorts with logo.
- School checked skirt.
Skirts and shirts
- Skirts must be worn at a modest length at or just above the knees.
- Shirts must be buttoned to just below the collar at all times.
Under Regulation 35 (2) of the School Education Regulations, parents may apply to the Principal for an exemption to the school uniform for their child. The application is to be made at the time of their child’s enrolment at the school. Only where the Principal has granted an exemption is the child to be out of uniform. Please refer to Appendix A for information about applications for exemption.
Caps, Hats, Scarves and Head dresses
All students must wear the school cap, hat or head-dress during break times when on the school oval and, normally, when outdoors. Scarves or head dresses (which may be worn for religious or cultural reasons) are to be in the school navy blue colour.
Make-up, Jewellery and Body Adornments
Make-up, jewellery and body adornments must be minimal, unobtrusive and safe. Earrings must be kept to sleepers or studs, and bracelets and chains should not be worn at school. If, in the opinion of the school administration, students do not adhere to these guidelines, they will be required to make the necessary changes to conform to this policy.
NB: Students are required to wear medical bracelets or other identifiers linked to their health needs.
Long hair must be tied back and students will not be permitted to engage in any activity where untied hair poses a safety risk (such as Design and Technology and Physical Education).
Health and Safety
Students will be issued with a Health and Safety policy in the Design & Technology, Home Economics, Science and Physical Education departments. This may include appropriate closed footwear, protective clothing and safety goggles.
Special uniforms, such as for tours or sport teams, are not to be worn in school time except where endorsed by the School Board.
Unless otherwise stated, students will be expected to wear full school uniform on excursions.
Physical Education and Sport Attire
Navy blue unisex shorts with logo, school polo unisex shirt with logo. Appropriate footwear (eg sports shoes) and caps/hats (if outside) must be worn during all physical education sessions. Physical Education attire may be worn to school if the student has PE for Period 1, or from school if having PE for the last class of the school day. Under no circumstances is a student to wear his/her PE uniform in other classes.
Under the School Education Regulations 2000, Regulation 36, if a non-complying student is enrolled in an educational program other than a primary program, the principal of the school may apply the following sanctions:
- prevent the student from attending any activity in which the student would have been representing the school;
- prevent the student from attending or participating in any school activity which, in the opinion of the principal, is not part of the educational program.
- any other sanction that is part of the school’s behaviour management plan.
Students who are unable to meet the Uniform Policy on any particular day must bring a note from a parent explaining the reasons for non-compliance. This is to be handed in to Student Services before the start of school. The Associate Principal will determine whether or not a dress code exemption pass will be issued.
Supplier of School Uniform Articles
The school’s uniform supplier is Uniform Concepts.
Appendix A. Exemptions
Under Department of Education policy, an application for exemption and any exemption granted may apply to individuals, all students at the school or to all students in a specific category.
Where an exemption applies, students should still be neat and dressed in accordance with other provisions in the school’s dress code.
Procedures for managing exemptions from the school’s dress code are approved by the school council or board.
Under Regulation 35(2) of the School Education Regulations 2000, the principal may provide an exemption on any of the following grounds:
- The unavailability of an item;
- A matter relating to the student’s health;
- A matter relating to the religious beliefs of the student or the student’s family;
- A matter relating to the cultural background of the student or the student’s family;
- Any other matter which in the principal’s opinion is sufficient to exempt the student from complying with the requirement.
Principals should use their own discretion as to the level of formality and the duration of an exemption. Temporary exemptions, for instance, may be provided informally when the dress code becomes impractical because of a lack of suitable clothing for extreme weather conditions or a temporary health condition.
Under Regulation 35(4) of the School Education Regulations 2000, the details of an exemption must include:
- Each requirement of the dress code which the student is exempt from complying with;
- The time period for which the exemption has effect;
- The grounds for the exemption;
- Any relevant condition.
Consideration should be given to conscientious objectors who object to a school’s dress code. For the purposes of this policy, conscientious objectors should demonstrate that:
- Their objection stems from an inward conviction of what is morally right or wrong;
- Their view has been formed following a process of profound thought about the subject;
- Is not influenced by any consideration of personal advantage or disadvantage either to themselves or others.
The School Education Act 1999 (s 223) provides that a person who is aggrieved by a decision may request the Minister for Education to review the procedure by which the decision was made.
Students at Educational Risk
Students whose academic, social and/or emotional attributes are a barrier to engaging with the content and standards described in the Western Australian Curriculum are considered to be at educational risk. Our policy is consistent with the policy and procedures of the Department of Education.
Our school identifies, responds to and supports the diverse needs of all students to enable their engagement with the content and standards defined in the Western Australian Curriculum.
We will develop and implement processes to identify, provide for, monitor and report on students who may be at educational risk.
Responsibility for Implementation and Compliance
Implementation of the policy is the responsibility of the Principal, Associate Principal, teachers and support staff (as relevant). Compliance monitoring is the responsibility of line managers.
The school has procedures in place to enable the early identification of students who may be at educational risk.
The Principal, Associate Principal and Student Services team will:
- develop plans, processes and strategies for delivering a curriculum that maximises opportunities for students at risk;
- use approaches that increase protective factors and reduce risk factors influencing the educational, social and/or emotional development of students at risk;
- allocate available resources and engage appropriate agencies to support individuals and groups of students at risk;
- support teachers to make the necessary teaching and learning adjustments and manage allocated resources to address the diverse needs of all students at risk;
- enable teachers and support staff to engage in professional learning so that they are able to identify and address the specific needs of their students;
- encourage teachers to consult with relevant school-based and external stakeholders when planning for students at risk; and
- confirm that these provisions are met.
Monitoring and Reporting
School staff will use a comprehensive range of assessment methods to collect quality data and information that can be used to inform the progress of students at risk. Parents will be provided with ongoing, accurate and relevant information about their child’s progress. Relevant data may include:
- attendance and behaviour data;
- anecdotal data from families;
- reports and records from classroom teachers;
- educational, health or welfare assessments completed by in-school or Department support services (and external support services where these have been provided to the school with the student and their parents’ consent), School Psychology Service reports; and/or
- academic achievement data, such as NAPLAN results.
The school’s approach to being “Sun Smart” educates and encourages students to adopt sun protection measures when participating in outdoor activities.
We recognise the need for balance in exposure to ultraviolet radiation (UV). While exposure to the sun’s UV is important for maintaining general health, over-exposure may cause health problems such as damage to the skin and eyes, and skin cancer.
- Students are educated and encouraged to adopt Sun Smart behaviours through health promotion programs. This includes educating students about the importance of some UV exposure for Vitamin D.
- Although students are provided information and instruction, they are expected to be self-managing in applying Sun Smart behaviours at school.
- Caps and hats are part of our school uniform and must be worn during outdoor activities.
- Sunscreen is available for outdoor physical education and activities at school. Students may be required to supply their own sunscreen for school excursions.
- It is understood that programs such as physical education need to be held at varying times of the school day, including at the hottest times. As far as practical, lengthier outdoors activities including physical education classes utilise shaded areas during Term 1.
- Wearing caps/ hats and sunscreen, and promoting other Sun Smart behaviours, enable outdoors activities to be held all year around.
- Parents of students with specific medical conditions or taking medications affected by exposure to the sun need to have these recorded on the student’s school medical profile. Parents should also contact their child’s Physical Education teacher, by email or letter, regarding specific considerations for their child’s participation in outdoor activities.
At Harrisdale Senior High School (HSHS), staff commit to ensuring a positive learning environment where all members of our school community have the right to be respected and have a responsibility to respect each other. In a positive learning environment all members of the school community feel safe and supported.
A goal of HSHS is to establish a culture of respect, care, responsibility and excellence. In a positive learning environment, teachers foster student wellbeing and explicitly teach students to be self-aware and resilient. Students learn about their rights and responsibilities through the “Harrisdale Way”.
The PLE is closely linked to the HSHS Anti-Bullying policy and is consistent with the Department of Education Behaviour Management in Schools policy.
Teachers adopt a proactive approach to managing the behaviour of students in their classroom. They aim to quickly establish and maintain a safe and supportive learning environment. To this end, they employ a range of strategies, including
- Establishing a clear expectation about behaviour.
- Reinforcing the “Harrisdale Way” through formal and informal teaching opportunities.
- Recognising positive behaviour informally and formally with “Letters of Commendation”.
- Ensuring the learning program is appropriate to students’ stage of development
- Modelling punctuality and respect.
Teachers use low level proactive classroom management strategies (for example: use of proximity to provide a low key response to inappropriate behaviour) to encourage positive behaviour.
When the actions of an individual begin to put a positive learning environment at risk, teachers employ a range of strategies, including
- Issuing a warning to a student.
- Talking to a student.
- Moving a student to another area of the class.
- Calling a parent.
- Referring a student to the Associate Principal.
When a student persists in behaviour that puts a positive learning environment at risk, teachers employ a range of strategies, including
- Detaining a student (Detention).
- Withdrawing a student from class (e.g., subject withdrawal).
- Talking with the student to discuss a resolution to the problem.
- Discussing further strategies and consequences with a line manager
- Developing and monitoring a Positive Learning Environment Intervention Plan which focuses on the student learning to take responsibility to modify their behaviour.
Outside the classroom, teachers adopt the following strategies for establishing and maintaining a safe and supportive environment:
- The Duty Teacher has a presence while in the designated Duty Area.
- The Duty Teacher moves through the area engaging with students and making reasonable requests to keep the area clean.
- The Duty Teacher may issue warnings for minor misbehaviour, littering, swearing. They may issue Yard Duty if the student persists.
- If a student does not comply with reasonable requests from the Duty Teacher, the matter is referred to the Associate Principal.
- Minor conflicts between students are resolved by the Duty Teacher. More serious incidents are referred to the Associate Principal.
When the actions of an individual seriously affect the safety and well-being of others, or prevent other members of the school community from fully participating in their learning program, consequences such as the loss of privileges, withdrawal from identified school activities or programs or a period of suspension will be applied.
The school’s Uniform Policy is consistent with Department of Education policy, including the style and colour of footwear. Consequences such as the loss of privileges, detention or withdrawal from school activities or programs may be applied when students breach the school uniform requirements.