At The Chalkboard 

Classroom Information

	Class Organisation		Camps and Excursions		Computer Education
	Discipline-Pastoral Care		Homework		Library
	Pastoral Care		EMU- extending mathematical understanding		Reading Recovery
	Religious Education		Assessment & Reporting		Safety House
	Saturday Morning Sport		School Athletics Sports		Water Safety Programme
	Additional Notes		School Leadership

It is the policy of this school that homework form part of our school curriculum. Such activity should:

• support and extend classroom learning
• assist in developing positive study habits, and
• develop responsibility for self-learning.

Policy realisation

• Appropriate homework will be set once the teacher becomes familiar with the needs and skills of the children in his/her class.
• The homework format will be flexible and may include open-ended challenges, drills, projects, worksheets, unfinished work etc. which will support and extend classroom learning.
• Homework is set as required.
• The following is a guide as to the amount of time that might be given to reading and other homework tasks:

 
 

Prep Children	Up to 15 minutes for literacy and numeracy tasks each week night.
Children in Year 1 & 2	Up to 15 minutes for literacy and numeracy tasks and up to 10 minutes for other tasks as required each week night.
Children in Years 3 & 4	Up to 20 minutes for reading and up to 15 minutes for numeracy tasks and other tasks as required each week night.
Children in Years 5 & 6	30 minutes for reading and up to 30 minutes for other tasks as required each week night.

• Children will keep a reading/homework diary. This diary will keep a record of homework activities, and give parents and teachers a known vehicle for written communication.
• Parents are asked to help their children plan their homework time so that the children will develop an efficient routine of home study.
• Children are given sufficient time to complete homework tasks, being mindful of children’s personal and leisure time.
• Parents have the right to exempt their children from an assigned task, should special circumstances arise. Communication from the parent is required.

Organisation

In order to make the most of opportunities for co operative planning, teaching and learning, this school strongly favours the idea of multi age grouping of children.
In 2007, Sacred Heart will operate four units as follows:

These classes are situated in the following wings:

Class Groups
Oval Wing	Yr 3& 4 Eumeralla		Yr 3 & 4 Minga	Yr 3 & 4 Mootwingee	Yr 3 & 4 Yongana		Yr 5 & 6 Amaroo
Olive Grove Wing	Yr 1& 2 Dourim	Yr 1& 2 Narooma	Yr 1& 2 Illawarra	Yr 1& 2 Myalla	Yr 5 & 6 Kyema	Yr 5 & 6 Waminda	Yr 5 & 6 Barramunga
Twelfth St Wing	Prep Wahroonga		Prep Cooinda

Our library is a whole school resource and learning centre. Teachers use the library for lesson and program planning. All children and teachers have daily access to this facility. The library houses a wide range of book and non-book resources that enrich and support the school's curriculum. It provides for the information needs of all the children and teachers. The library is central to the school's reading programme and offers a variety of literature to service all children’s interests and reading needs. Most children in P-2 access library books for their personal borrowing through their classrooms. These books are borrowed through the library computer system. All other children visit the library regularly to borrow books individually.
Library Bags:
Every child in the school must have a library bag. It is preferable that these be of a waterproof material, approximately 40cm x 50cm. A satchel style library bag is available from the school uniform shop.

The Evelyn Smith Creative Writing Award and The Special Forever Writing Program:
To recognise the creative writing skills of our children each year they take part in the 'Evelyn Smith Creative Writing Award' and the 'Special Forever Writing Program.' These are ongoing annual awards and open to all children. Special Forever enables the children to “showcase” their work across the local community and the wider community of the Murray- Darling Basin area.

& Excursions

Recovery& SELL

This program is specifically designed to assist children in their second year of schooling who need a "second chance" to get under way in the areas of reading and writing. It involves daily one-on-one teaching sessions aimed at accelerating the learning of the children to enable them to confidently cope with classroom learning situations and activities.

SELL – SUPPORTING EARLY LITERACY LEARNING

This is a small group program designed to assist children in Years 2 – 4 who need support in literacy. SELL involves 4 forty minute teaching sessions each week. The program enables children to cope more confidently with classroom learning situations and activities. The program in 2008 will involve children in the Middle Unit with the 3 / 4 children.

extending mathematical understanding

This is an early intervention program for those children who are finding it difficult to acquire and use basic mathematical skills and strategies that will assist them in developing a sound basis for their continued mathematical learning. In 2009, this program will be offered to Year 2 children. It involves daily one-to-one or small group teaching sessions that complement the work the children are doing in the classroom.

RATIONALE:
At Sacred Heart School, Assessment is the evidence gathered by teachers and support staff and is intended to be used for a variety of purposes including: identifying and maximising student learning and achievement, developing appropriate learning programmes to meet student needs (formative), enabling realistic feedback to students, teachers and parents (summative) and informing school authorities about students’ demonstration of learning outcomes. It assists in making decisions about student needs, learning and teaching purposes and resource requirements. Assessment aids in the discussion of future pathways with students and guide planning of class and school curriculum programs.

POLICY STATEMENT:
At Sacred Heart Assessment is the purposeful, systematic and ongoing collection of information about students’ knowledge and understanding of skills, values and essential learnings. Assessment provides feedback to students and valid information to parents and teachers.

Reporting

RATIONALE:
At Sacred School, it is believed that reporting to the parents of our students should clearly communicate the achievements of the students and should also provide recommendations which will assist the students’ future learning. Accurate and comprehensive reporting of school and student performance aids in establishing open communication, helps to improve student learning, assists in establishing future direction, and helps to identify areas of exemplary performance, as well as those in need of support and assistance. It also provides for the accountability to CECV Policy and State and National strategies and initiatives with regard to determining, recording and reporting student competencies.

POLICY STATEMENT:
Reporting at Sacred Heart is the communication of student progress and achievement, both precisely and comprehensively. It aims to improve student learning by accurately determining areas of future need, as well as areas of current commendable performance.

All children, regardless of their faith background, take part in a program of Religious Education appropriate to their level of Faith Development. Parents and teachers work together to support the children in their Faith journey through their own response to Faith. During the year the children will celebrate Masses at the school, unit and individual class level. We encourage family and friends to join with our children at these celebrations.
The Sacred Heart Parish of Mildura, has a family based Sacramental Preparation and Celebration Program. Among the reasons for this are the Church teachings:
• The family lies at the heart of church life
• Parents are the first teachers of their children in all things, including faith
• For the most part, faith is celebrated in a family context
• Sacraments, as the high point of the celebration of faith, are best expressed as a family celebration.

Our Parish offers families the options of:

• Family Home Program
  Family Cluster Program in Basic Christian Communities
  
  In the Diocese of Ballarat:

• The Sacraments of Initiation are to be received in the traditional order of Baptism and Confirmation leading to the First Eucharist.
• Preparation and Celebration in a family setting is the most desirable way for children to complete their Christian Initiation.

In our Parish, the formation and celebration will take place in the following way:

• All Baptised children are eligible for Confirmation in Year 2 and First Eucharist in Year 3.
• The children are to take part in one of the formation programs offered by the Parish.
• The opportunity for children to celebrate their first sacramental Reconciliation precedes the first reception of Eucharist. (Catholic Diocese of Ballarat)
• Parents are to enrol their children with the Parish Office with the forms available at pre-arranged Parent Meetings.

At our school the Religious Education Program supports the children during their time of:

• Preparation for the Sacrament of Penance (Reconciliation)
• Preparation for the Sacraments of Confirmation
• Preparation for the Sacrament of First Eucharist

The times for the celebrations of all the Sacraments provide flexibility and choice for families.

House

Morning Sport& other "out of school hours" Sport

Sports& Cross Country

The teams compete for The Gordon Casey Perpetual Shield, named after a teacher of long standing at Sacred Heart. The date for 2007 is Thursday 6th September.

The children also compete in a School Cross Country event held at the Ornamental Lakes area on Thursday 30th April. This is also based on house teams and a school cross-country trophy is presented to the captains of the winning house each year.

School Leadership

In 2006 our School Leadership Program was expanded. House Captains for our four houses: Murray, Mallee, Kulkyne and Hattah are nominated and chosen, from among the total Senior Unit – both Year 5 and Year 6. School Captains (two) will be elected by peers as will Class Captains for each classroom. Junior Unit Captains will be rotated regularly and Middle Unit Captains will be changed each semester. Senior Unit Captains will be for a year. Captains will have regular opportunities to meet as our School Student Council (SSC). Formal meetings and development opportunities are a part of our ever evolving School Leadership Program facilitated by a member of Staff.

Safety

This year Senior Unit students will participate in an Open Water Learning Experience run by Life Saving Victoria – ‘Play It Safe by the Water’.

Care & School Behaviour Expectations and Plan

• that Pastoral Care draw its strength and inspiration from the life and example of Jesus Christ and is the shared responsibility of the whole school community
• that the school creates and maintains a safe, caring environment that nurtures pride in the school, respect and a positive attitude to education
• that we receive and educate our children with respect and love
• that our policies and practices foster mutual respect, positive concepts and community responsibility
• that our Pastoral Care be vitally concerned with self discipline
• that our Pastoral Care demonstrates respect for cultural diversity and individual differences
• that the school endorses the need for a consistent approach that supports and develops trust between teachers, children and their parents
• that conflict resolution takes the form of co-operative problem solving

Children's Code of Behaviour
 
 

School Behaviour Plan
 
The following plan is used if a teacher believes a child’s behaviour is inappropriate.

Behaviour	Procedure	Consequences
Inappropriate behaviour observed by teacher….. • careless • non-targeted • unintentional • infrequent	Managed by the teacher Options include: • stop, listen, speak and clarify • talk with child • talk with others involved • review school’s code of behaviour	Options include: • time to reflect • verbal apology • child to stay with teacher (in yard) • jobs (sweeping, picking up papers etc)
If the issue is resolved, the matter rests here
The matter isn’t resolved to either the teacher’s or the child’s satisfaction, or the behaviour is of a more serious nature: • deliberate/defiant • intentional physical or verbal abuse • directed against students and/or teachers • disrespecting authority	Managed by the teacher. Options include: • ensure the safety of all parties • children write an account of what happened (What Happened Form) • talk with child(ren)’s class teacher • re-talk the issue • review school’s code of behaviour • negotiate a solution • communication with parents of all parties (Student Conduct Form) • inform the Principal	Options include: • supervised timeout (class/office) • child may be asked to write a letter to his/her parents • child may be asked to write a letter to parents of other parties • apology (verbal or written) • restorative response • restitution (property)
If the issue is resolved, the matter rests here
The inappropriate behaviour continues or seriously threatens the safety or the dignity of others or The teacher and /or the child are still not comfortable with the outcome of the matter	Managed by the principal, working with teachers. Options include: • discussion with principal • consult with another staff member • communication with parents of all parties • document the incident (timeout sheet)	Options include: • supervised timeout (class/office) • suspension of privileges • restorative response • in-house counselling (Welfare Team)
	If the issue is resolved, the matter rests here
	Options include: • continued discussion with the Principal/Welfare team • continued communication with parents of all parties. • child withdrawn • reference made to the Diocesan School Serious Offences policy • involve CEO personnel • establish a student support group inform/update staff and Canonical Administrator	Options include: • supervised timeout • take part in special program • restorative response • work with a mentor • professional counselling
	If the issue is resolved, the matter rests here
	• continued negotiations with child(ren) and parents • Catholic Education Office	•short/long term removal from class or school

 

Unacceptable Behaviour

  To assist with maintaining a co-operative learning and social environment, the following activities are among those not permitted:
 

• having CD players, mobile phones or walkmans, electronic games and other expensive toys at school • chewing gum • borrowing another's property without permission [Any child who borrows property and damages it is responsible for the damage.] • bringing skateboards to school • riding bicycles, roller blades, skates or skateboards in the school grounds • climbing trees or onto the roof • being in classrooms at recess and lunch time unless there is teacher supervision • playground activity which has a risk of physical harm or damage to clothing • the use of rude and vulgar language to a teacher, parent or other children, inside and outside the classroom • pushing, shoving, kicking, spitting, throwing sticks, stones, sand etc. • yelling out and making excessive noise that is unrelated to school work • continually being late • eating food or drink outside the School Courtyard area • playing with balls and other sporting equipment or running in the courtyard area .