Uncontrolled copy. Refer to the Department of Education Policy and Procedure Register at http://ppr.det.qld.gov.au/ to ensure you have the most current version of this document.

Marsden State High School

2021-2025

Student Code of Conduct

Every student succeeding Every student succeeding is the shared vision of Queensland state schools. Our vision shapes regional and school planning to ensure every student receives the support needed to belong to the school community,

engage purposefully in learning and experience academic success. Queensland Department of Education

State Schools Strategy 2019-2023

Purpose

Marsden State High School is committed to delivering superior learning opportunites built on a culture of high expectations. Our vision, ‘Dare to Inspire, Make a Difference’ is underpinned by providing safe, respectful and disciplined learning environments for all students, staff, parents and visitors.

This Student Code of Conduct outlines the responsibilities and processes we use in our school to promote a productive, effective whole school approach to learning and behaviour. We use the Positive Behaviour for Learning (PB4L) approach to develop our students ‘character’ for a successful future.

The purpose of this policy is to create clarity for all stakeholders on the high expectations we expect at Marsden State High School, and emphasise our focus on excellence in all aspects of Body, Mind and Character.

Contact Information

Postal address: PO Box 1490, Browns Plains, 4118

Phone: 3299 0555

Email: principal@marsdenshs.eq.edu.au

School website address: https://marsdenshs.eq.edu.au/Pages/default.aspx

Contact Person: The Principal

Endorsement

Principal Name: Andrew Peach

Principal Signature:

Date:

P/C President and-or School Council Chair Name: P/C President and-or School Council Chair Signature:

Date:

06/12/2020

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Principal’s Foreword

Introduction The Student Code of Conduct is the means by which we ensure that our supportive school environment is established and maintained. As a community, we are committed to building success for all learners through a vision of:

Dare to inspire, Make a Difference

High expectations are at the heart of our vision. There is no substitute for hard work and the best advice we can give students and parents is:

Attendance, positive behaviour and full completion of class work, homework and assessment are the keys to achieving the best possible results for all students.

To assist students to achieve their full potential we have developed a simple yet powerful plan that we will be use on a daily basis with students. Our key focus areas are

arrive on time, with all the right toolsI am positive and give 100%carry my planner at all timeswear the uniform with prideshow respect for people & the groundsengage in active learningexpand my horizons

Nobody asks more of students than their best effort, and we ask that all students are honest in giving 100%. Our conversations and daily focus throughout the year with students and parents will revolve around the @marsden.i agenda. Setting standards and helping students follow them is part of the longer-term aim of helping young people to learn self-discipline and respect for others and to take responsibility for their actions. It is also a key element in preparing our students for successful participation in life after school. We urge all parents and caregivers to support us in our focus on the core business of teaching and learning in classrooms by using the @marsden.i in your conversations with your child at home.

The principles that drive and influence all our decisions are our school values of:Persistence Passion Pride

Marsden State High School aims to assist each student to develop as a whole person. We seek to produce creative individuals who focus on developing in Body, Mind and Character.

The principles and beliefs are embedded in the curriculum and expressed through our learning outcomes. It is expected that all members of our school community will consistently display our principles and beliefs in all actions. These principles and beliefs are the foundation of our Student Code of Conduct.

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Data Overview

This section is used to report on key measures related to student discipline, safety and wellbeing using existing data sets available to all schools. This provides an open and transparent reporting mechanism for the school community on the perceptions of students, parents and staff about school climate, attendance and school disciplinary absences. When considering student code of conduct, there are a number of data sources that can be used to make evidence informed decisions, some of these will be explored.

School Opinon Survey

The school opinion survey provides satisfaction data and is completed by staff, parents and students. The school opinion survey is completed annually and informs whol school planning.

Behaviour action

At Marsden State High School we use a range of disciplinary conseuqences to address inappropriate behaviour. Consequences that involve removal from the learning environment are not ideal and used in incidents where an alternate action would not be sufficient for the behaviour that has occurred, or students have not responded to other alternatives. The following table shows the range of actions recorded for 2019. The categories of ‘Follow up’ and ‘support and intervention’ can include a range of actions including detentions, parent meetings, further referrals for support and intervention.

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The behaviour monthly statistics also allow us to track incidents and positive entries, along with trends and patterns with the frequency and timing of behaviours. It is expected across 2021 and beyond with the implemementation of PB4L that this data will begin to shift, particularly in positive behaviour entries.

PB4L implementation planning

PB4L implementation planning involved an extensive data driven process, to ensure the reviews to our behaviour processes were evidence informed and aligned with the needs of our school community. As part of this we collected feedback from our students, staff and families specific to mako behaviour and expectations. This survey was well responded to with the sample sizes indicated below.

Students Parents Staff Responses 556 38 107

This initiative is led by our school PB4L coach supported by line managing DP and Regional PB4L coach. There are two key teams involved; YLHODs and the working party represented by teaching and non-teaching staff, leadership and parents/families.

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Consultation

The consultation process was critical in the development and endorsement of the new Student Code of Conduct, this occurred in 3 key stages as outlined below.

Review

The Student Code of Conduct is endorsed for a 4 year period, and will updated annually with minor revisions to reflect circumstances, data and staff. A complete review will be undertaken every four years and scheduled to align with a full policy review. PB4L expectations matrix will be revised annually to ensure appropriateness for our school and community needs.

PB4L

• consultation with working partyand PB4L team ongoing across2020

• whole school consultation insemester 2, 2020

• Community consultation part ofendorsement processes

Policy Review

• Policy of the week in term 3• Key policies reviewed each week

across term 3 whole school forfeedback and revision

• revised documents incorporatedwithin code of conduct forendoresement

Endorsement

• Draft presented to executiveleadership team for feedback

• Revised version presented toleadership team, changes madethen distributed whole staff

• Final draft distributed to workingparty for feedback

• Finished version forendoresement by LCC

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Learning and Behaviour Statement

At Marsden State High School, we aim to maintain, enhance and continue to develop a safe and supportive school environment for all members of the school community. Our Responsible Behaviour Plan is based on the Code of School Behaviour and the shared beliefs of the school community. We believe social, vocational, sporting and academic learning outcomes are maximised for all through quality practices in the areas of curriculum, interpersonal relationships and school organisation. All members of the school community are expected to maintain the highest standards of personal behaviour and show respect for others, for all property and for the environment. The following elements outline our continuing aspiration to best teaching practice and the beliefs essential to the operation of the school.

Student Wellbeing and Support Network At Marsden State High School we are committed to student wellbeing, and providing extensive opportunities for students to be supported in aspects of life here at school. As part of our support for students we have a wide range of staff dedicated to student wellbeing, these are within our school and through external agencies. Some examples of these roles include (but are not limited to):

Senior Youth Support Coordinator Youth Support Coordinators Chaplain Student Support Head of Department Youth Engagement Officers School Based Police Officer Youth Mental Health Nurse Relationships Australia Kids in Care Program Teacher Aide Careers Advisor Transition Officer Link and Launch Coordinator Sports Psychologist Social Worker Intern Physiotherapist (Fizzio for Life)

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Whole School Approach to Discipline

Marsden State High School has utilised Positive Behaviour for Learning (PB4L) to underpin our support and discipline structures within the school. We have used our longstanding values, mission and vision to guide the whiole school approaches implemented in all learning environments and other contexts, as well as additional programs and opportunities beyond the curriculum.

Our School expectations are:

I am Proud I am Persistent I am Passionate

PB4L is an evidence-based framework that maximises effective teaching and learning. We are one of 600 schools in the state implementing a PB4L approach to whole-school expectations, and the largest in the region. We are transitioning to PB4L to commence in 2021 after lengthy pre-implementation planning. As a PB4L school, our whole school approach to support and discipline broadly develops:

• systems to support staff effectiveness• practice to support student behaviour• evidence to inform school-based decisions

It is also an important element of the Australian Professional Standards for Teachers (APSTs) for educators to support students and manage challenging behaviour. Particularly focusing on standard four; Create and maintain supportive and safe learning environments which details the following elements:

• support student participation• manage classroom activities• manage challenging behaviour• maintain student safety• use ICT safely, responsibly and ethically

At Marsden State High School, the shaping of our makos involves more than discipline and punishment. We are dedicated to developing the mind, body and character of our young people, to ensure they are aware of and can maximise future options for a life of choice, not chance.

Essential to effective learning at Marsden SHS is a safe, supportive and disciplined learning environment that respects the following rights:

• the rights of all students to learn• the rights of all teachers to teach• the rights of all to be safe

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Consideration of Individual Circumstances Marsden State High School considers the individual circumstances of students when applying support and consequences by:

• promoting a teaching and learning environment which is responsive to thediverse needs of its students

• establishing procedures for applying fiar, equitable and non-violentconsequences for inforingment of the code ranging from the least intrusivesanctions to the most stringent

• recognising and taking into account students’ age, cultural background andtheir emotional state

• utilising a coordinated, systemix approach to addressing the learning andbehaviour needs of individuals via a case management approach tosupporting ‘at risk’ sudents

• reocngising the rights of all students to:o express their opinions in an appropriate manner and at the

appropriate timeo work and learn in a safe environment regardless of their age, gender,

cultural background, socioeconomic situation and impairment

The Mako Matrix

MAKO MATRIX

@Marsden.i am a Mako by meeting these expectations

Learning environment School Grounds Community All settings

I am proud • Develop confidence in my ownability and show individualdetermination

• Celebrate academic success ofourselves and others

• Don’t mess with Marsden, keepour school clean

• Seek support from staff for helpwith conflict resolution

• Support school events• Promote positivity/school image• Engage in community service

where an opportunity exists

• Show respect to all people,facilities and resources

• Wear uniform correctly at alltimes

• Follow IT code of conduct• Act with integrity• Follow instructions• Show empathy in our actions•

I am persistent

• Come prepared with the 4Ps(planner, perfect uniform, pen,paper)

• Ask for help and action feedback• Comply with school assessment

policy• Arrive on time, for every lesson,

every day• Commit to reflection and goal

setting• Engage in active learning

• Own and grow our year levelareas

• Establish healthy routines• Maintain personal hygiene

• Embrace extra learningopportunities

• Build our communityinvolvement –students/parents/staff

• Engage with academic coachingand parent teacher meetings

• Set a good example for yourpeers

• Everyone owns their ownlearning

I am passionate

• Be prepared to achieve yourpassion

• Support others• Show individual determination and

finish set tasks (learning framework)

• Help others to be passionate • Stay connected as a Mako• Show gratitude (be thankful and

appreciate the opportunities wehave)

• Have a growth mindset• Be a leader of your own

journey• Work towards your own

pathway

The whole student: Body, Mind, Character

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Differentiated and Explicit Teaching As part of our adoption of Positive Behaviour for Learning, we utilise the tiers of support to guide our explicit and differentiated teaching of behaviour expectations. This model can be used to:

• analyse and improve behaviour and learning outcomes• select evidence-based practices for student support and intervention• provide support to staff members in maintaining consistent and proactive

school-wide and classroom systems and practices

The three tierd approached ensures all students are supported. Tier 1 refers to ‘universal supports and is specific to ‘differentiated and explicit teaching for all students. We have interventions that include academic, emotional and behaviour dimensions of learning which utilise our extensive range of support services.

The focus of tier 1 intervention is for all students and staff across all settings to ensure there is a consistent understanding of what behaviour is expected within and beyond the school. This is a proactive approach and where the majority of our students are operating within.

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Focused Teaching We are fortunate to have access to an extensive range of tier 2 intervention programs at Marsden State High School, reflective of our vast array of support service staff. These programs provide focused teaching and intervention in particular areas and align with our Mako Matrix and whole school expectations. These vary in duration and purpose, however all serve to support students who require focused teaching.

The programs available to students is constantly changing, however as a guide these are some of the opportunities available during 2020.

Shine

SHINE is a unique personal development and group- mentoring tool that uses an inspirational, practical and experiential approach to learning for girls and women

Strength

Strength is a unique personal development and mentoring program about equipping adolescent men with the knowledge and skills to discover who they are and the person they want to become.

YouthCoach

The Youth COACH program provides relationship support to at-risk children between

the ages of 8-18 years. A youth mentor is “a friend with purpose”, one who offers guidance to a young person and give support to ensure their overall wellbeing. The Youth COACH Mentors commit to helping a young person achieve their goals by assisting them in improving and developing life skills. Youth COACH mentors will be trained and screened CityCare staff or volunteers.

Friends Resilience

Friend’s resilience is a program that aims at equipping students with multiple resilience skills as well as treating and preventing anxiety and depression.

Year 7 girls Empowerment group

A transition program to support year 7 girls during the transition to high school.

Chase the Sun Welling

The beliefs behind the success of our programs came from an understanding through research that early intervention and awareness enables young people to understand their own individual needs and empowers them by giving them tools to best care for their own physical and mental health.

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Anti-Violence Initiative

The aim is to help students identify why they react to certain situations and why using violence is unnecessary and not a solution.

X-Men (M-Line)

The program acts as a support group for students and focuses on areas such as what does it mean to be a man in today’s society, creating and maintaining positive relationships, anger iceberg and primary/secondary emotions, expressing primary emotions, passive and aggressive reactions, boy Vs. man psychology, positive communication and anger management strategies including mindfulness practice

MEN4RESPECT YFS

Men4Respect is a male mentoring and education program designed to enable young men to challenge

Violence-supportive attitudes and actions with other young men and boys. The aim is to build understanding of more positive forms of masculinity – to overcome the culture of male dominance and instead build gender equality and a valuing of diversity.

Intensive Teaching Tier 3 or ‘intensive’ intervention support is required for approximately 5% of students who have not responded to tier 1 and tier 2 supports. Tier 3 is a highly individualised level of support and requires a tailored learning program. The focus is to reduce the intensity and complexity of existing individual student’s situations.

Students should contuining to receive tier 1 support as all other students as this is the foundation for all actions and intervention that follow. If more than 15% of students are receiving tier 2 support, this indicates more attention is required to the tier 1 approaches.

Key points of tier 3 interventions • small group or intensive teaching• short period of time• explicit• individualised to each student• case management and ongoing monitoring required

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Legislative Delegations

Legislation In this section of the Student Code of Conduct are links to relevant legislation that inform the overall Student discipline procedure.

• Anti-Discrimination Act 1991 (Qld)• Child Protection Act 1999 (Qld)• Commonwealth Disability Discrimination Act 1992• Commonwealth Disability Standards for Education 2005• Criminal Code Act 1899 (Qld)• Education (General Provisions) Act 2006• Education (General Provisions) Regulation 2017• Human Rights Act 2019 (Qld)• Information Privacy Act 2009 (Qld)• Judicial Review Act 1991 (Qld)• Right to Information Act 2009 (Qld)• Police Powers and Responsibilities Act 2000 (Qld)• Workplace Health and Safety Act 2011 (Qld)• Workplace Health and Safety Regulation 2011 (Cwth)

Delegations Under the Education (General Provisions) Act 2006, state school principals are responsible for “controlling and regulating student discipline in the school”.

Principals are afforded a number of non-delegable powers to assist them to meet this obligation, including the authority to suspend, exclude or cancel the enrolment of a student at the school. These decision-making responsibilities cannot be delegated to other staff in the school, such as deputy principals.

The details of these responsibilities are outlined in the legislative instruments of delegation and instruments of authorisation provided below:

• Education (General Provisions) Act 2006 Director-General’s delegations• Education (General Provisions) Act 2006 Minister’s delegations• Education (General Provisions) Act 2006 Director-General’s authorisations• Education (General Provisions) Regulation 2006 Minister’s delegations• Education (General Provisions) Regulation 2017 Director-General’s

delegations

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Disciplinary Consequences

At Marsden State High School we use a range of proactive strategies (leveraged through our PB4L approach to schoolwide expectations) to ensure students are aware of our expectations for a safe and supportive learning environment. We do however have high standards of students behaviour and when required are required to issue disciplinary cosequences to reflect students choice of behaviour and actions. The table below outlines possible consequences the school may utilise after investigating each incident.

Level Behaviour Possible Consequences Positive

Behaviour:

Students are working in

the Greenzone

At this level, all students are on task and no disciplinary action is required they are modelling:

Pride, Passion, Persistence

Positive reinforcement of appropriate behaviours and positive achievements could include: § verbal reinforcement§ formal acknowledgement through rewards,

certificates, parades § phone calls/letters/emails/positive post cards to

parents for good behaviours/achievements.

Level 1 (Class Teachers)

Inappropriate student behaviours to be dealt with at this level include: § minor incidents§ ignoring instructions§ lateness to class§ littering§ inappropriate language§ use of mobile phones§ eating/drinking in classrooms

disruption to the teaching and learning process during lessons.

§ Minor Workplace Health and Safety

Teacher initiated actions could include: § verbal negotiation§ reminder of classroom expectations§ in-class separation§ removal from classroom for one-on-one

resolution § assign student to accompany you on yard duty§ assign student a lunchtime detention (max

20mins) § contact with parents

Level 2 Alternative Workspace

Inappropriate student behaviours to be dealt with at this level include:

continued level 1 behaviours

Teacher sends student to an alternative workspace which could include: § in-class separation or isolation§ removal from classroom for one-on-one

resolution § send student to buddy class§ send student to HoD

Further to this the Teacher/HoD could also: § Make Parent/Carer Contact§ issue detentions§ monitoring program§ resolution meeting§ peer mediation or restorative conference§ referral for assessment and specialist support –

Support Teacher – Learning Difficulties, Advisory Visiting Teacher, Guidance Officer

§ individual Behaviour Support Plan§ recess or after school detention§ D1, D2 for WH&S breaches§ restitution§ interagency referralPlease Note: If the student displays this behaviour in the curriculum area then the student can be referred to the HoD of that curriculum area. Students with a uniform infringement are to be sent to the YLHOD’s office immediately.

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Level 3 Planning Room

The Student continues Level 2 behaviours whilst in the alternative workspace and is therefore sent to the planning room.

The student is referred to the planning room.

The Teacher/HoD/YHOD may also implement the following consequences: § parent/carer interview§ referral to outside agency (e.g. DOCS)§ referral to/consultation with the d/principal§ Isolation within the classroom.§ Detention§ Verbal/written apologies§ Restitution§ Involvement of support personnel§ Internal suspension.§ Withdrawal from class/activity.§ Loss of privileges

NB: record all incidents, actions and contacts into ONE SCHOOL.

Level 4 YLHOD and HOD’s

§ Extreme or repeated incidence oflevel 1, 2 and 3 behaviours

§ Harassment/bullying/intimidation/threats/stalking

§ Swearing at a teacher§ Truancy, including lateness§ Refusal to follow instructions§ Work place health and safety§ Uniform/hair/makeup/jewellery

transgressions (no facial piercing)

§ Failure to complete assessment

The student is referred to the YLHOD and consequences that may follow are: • Afternoon Detentions.§ Internal suspension.§ 1-10 day suspension.§ Withdrawal from class/activity.§ Loss of privileges.

NB: record all incidents, actions and contacts into ONE SCHOOL.

Level 5 (Deputy Principal & Principal)

Inappropriate student behaviour to be dealt with at this level may include but is not limited to: • Repeated Level 4 behaviour.§ Inappropriate use of electronic

media (eg. abuse of staff/students, posting images/content/text on the web,through emails, recording without consent) which breaches personal privacy, causes disruption and distress and/ or is

through emails, recording without consent) which breaches personal privacy, causes disruption and distress and/or is prejudicial to the good order and management of the school. This includes abuse of students/teachers via electronic/internet media such as You Tube/Face Book and/or similar sites/genres. § dangerous use of motor

vehicle/vehicles including bikes § cruelty to animals§ vandalism/graffiti/illegal

entry/trespass/wilful damage § theft§ school invasion (own school &

other school) § pornography§ abusive, racist, sexist language or

behaviour, discrimination § possessing, taking/under the

influence, selling or supplying drugs/implements illegal substances

§ possession/consumption/sale/use

Level 5 (Deputy Principal & Principal) Principal in consultation with Deputy Principal determines the most appropriate course of action which may include any of the following – reference is made to: Education (General Provisions) Act 2006 and SMS - PR - 21: Safe, Supportive and Disciplined School Environment. This list is not exhaustive and 1 or more responses may be applied depending on the situation:

§ Parents/Guardians notified§ Administration interview§ Alternative program§ Loss of privileges§ Counselling (internal/external agencies)§ Police notified§ Behaviour Monitoring Program§ Individual Behaviour Plan§ Restitution§ Verbal/written apology§ Cancellation of Enrolment§ 10-20 Day Suspension§ Recommendation for Exclusion

Please note: All Illegal Drug and Alcohol Related Offences and Physical Assault may result in proposal for exclusion on the first offence.

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of alcohol § repeated smoking/possession of

smoke implements (eg. lighter) § possession/use of weapons –

objects of harm § violent assault/physical assault/

sexual assault/fighting – staff, students, parents, public

§ dangerous/careless actions atschool or while travelling to and from school – danger/risk to self/others

§ serious breaches of workplacehealth & safety,

§ unacceptable moral behaviour,inappropriate intimacy, sexual misconduct, sexual exposure

§ wearing of items to identifyattachment to and / or involvement in “gangs”

§ Behaviours that are gang or grouprelated that may lead to the intimidation of fellow students and staff and insight fights.

School Disciplinary Absences

A School Disciplinary Absence (SDA) is an enforced period of absence from attending a Queensland state school, applied by the Principal as a consequence to address poor student behaviour. There are four types of SDA:

• Short suspension (1 to 10 school days)• Long suspension (11 to 20 school days)• Charge-related suspension• Exclusion (period of not more than one year or permanently).

At Marsden State High School, the use of any SDA is considered a very serious decision. It is typically only used by the Principal when other options have been exhausted or the student’s behaviour is so dangerous that continued attendance at the school is considered a risk to the safety or wellbeing of the school community.

Parents and students may appeal a long suspension, charge-related suspension or exclusion decision. A review will be conducted by the Director-General or their delegate, and a decision made within 40 schools days to confirm, amend/vary or set aside the original SDA decision by the Principal.

The appeal process is a thorough review of all documentation associated with the SDA decision and provides an opportunity for both the school and the family to present their case in the matter. Time is afforded for collection, dissemination and response to the materials by both the school and the family. It is important that the purpose of the appeal is understood so that expectations are clear, and appropriate supports are in place to ensure students can continue to access their education while completing their SDA.

Re-entry following suspension Students who are suspended from Marsden State High School are expected to attend a re-entry meeting on the day of their scheduled return to school. The main purpose of this meeting is to welcome the student, with their parent/s, back to the school. The aim of the re-entry meeting is for school staff to set the student up for future success and strengthen home-school communication.

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The re-entry process may be attended by additional stakeholders where relevant based on what will be most effective in supporting the students transitions back to school.

Arrangements Details of the re-entry meeting will be communicated via telephone and in writing, usually via email. The re-entry process may be attended by additional stakeholders where relevant based on what will be most effective in supporting the students transitions back to school.

A record of the meeting is saved in OneSchool, under the Contact tab, including any notes or discussions occurring during the meeting. Any support structures put in place at this meeting will be recorded as a support provision in OneSchool.

Structure The structure of the re-meeting should follow a set agenda, shared in advance with the student and their family. If additional items are raised for discussion, a separate arrangement should be made to meet with the parent/s at a later date and time. This meeting should be narrowly focussed on making the student and their family feel welcome back into the school community.

Possible agenda: • Welcome back to school• Check in on student wellbeing• Discuss any recent changes to school routine or staffing• Offer information about supports available (e.g. guidance officer)• Set a date for follow-up• Thank student and parent/s for attending• Walk with student to classroom

Reasonable adjustments In planning the re-entry meeting, school staff will consider reasonable adjustments needed to support the attendance and engagement of the student. This includes selecting an appropriate and accessible meeting space, organising translation or interpretation services or supports (e.g. AUSLAN), provision of written and/or pictorial information and other relevant accommodations. The inclusion of support staff, such as guidance officers or Community Education Counsellors, may also offer important advice to ensure a successful outcome to the re-entry meeting.

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School Policies

This section contains key policies for our school community to be aware of, and commit to adhering to. The purpose of these is to ensure student learning and academic outcomes remain the key priority in all aspects of our school. The policies included are as follows:

• Temporary removal of student property• Use of mobile phones/devices and social media• Preventing and responding to bullying• Attendance policy• Dress code• Assessment policy

Where students are in possession of items that affect the safety, wellbeing and good order of our school temporary removal will be required. This policy outlines the processes, conditions and responsibilities of stakeholders pertaining to the temporary removal of student property.

What items are prohibited and will be removed For how long Medication

Illegal items or weapons

Imitation guns or weapons

Potentially dangerous items

Drugs (including tobacco) and paraphernalia

Alcohol

Aerosol deodorants or cans (including spray paint)

Explosives (for example sparklers, flares)

Flammable solids or liquids (for example lighters)

Poisons (for example weed killer, insecticides)

Inappropriate or offensive material (for example racial literature,pornography, extremist propaganda)

A reasonable time to temporarily remove property may be guided by:

The condition, nature or value of the property

The circumstances in which the property wasremoved

The safety of the student from whom the propertywas removed, other student or staff members

Good management, administration and control ofthe school

The duration is at the discretion of school staff, unless handed to Queensland Police Service

Only medication prescribed a healthpractitioner will be administered by schoolstaff

Schools require medical authorisation toadminister any medication to students(including over the counter items such asparacetamol)

Responsibilities

Staff Students Parents

All items temporarily removed from a student will be delivered tothe student foyer, labelled and stored appropriately

Do not require the student’s consent to search school propertysuch as lockers, desks or laptops that are supplied through to thestudent through the school

Require permission from the student to conduct a bag search (inthe presence of a DP or higher), where a student declines theymay be detained with the property for carers or police to arrive

Where other items are removed, for example mobile phone,permission is required to further examine these (unless inemergency situation such as access to health information)

Consent from a student or parent is required to search the person(for example pockets and shoes). If consent is not offered, thepolice may be called

Do not bring property onto the school grounds (orother setting used by school such as camp orsporting venues) that are:

o Listed above as prohibitedo Illegalo Puts the safety and wellbeing of others at

risko Does not promote pride, passion and

persistence

Collect your temporarily removed property as soonas you are advised to from the student foyer and donot bring it back to school

Ensure your students comply with theirresponsibilities listed in ‘students’

Technology provides some great teaching and learning opportunities, and at Marsden State High School, we are proud of how our whole school community embraces technology. Online communication and social media sites/applications (apps) provide a great mode for our school to reach out to our community, celebrate success and share information. These

communication platforms also present some challenges where it is used inappropriately, misguided or can have a negative outcome for others. Our school and community will not accept use of social media that impacts the safety and wellbeing of others. This policy outlines our expectations and the consequences that may be applied.

Advice for appropriate use of social media and online behaviour Inappropriate use of social media and electronic devices

Laws and Consequences

When using social media it is important you consider the following:

Keeping all personal information (for example full name, address,phone number etc.) private, and this (yours or others) is not shared

Consider what you post or say before making this available online.Once something is posted online, you lose control over who hasaccess to this

Do not post anything you would not be happy for the entire world tosee

If the message you are posting is something you would not say inperson, do not share it online

Consider the tone and context of what you are saying

Never use inappropriate or abusive behaviour

Examples of inappropriate use of social media include, but are not limited to:

Use during school time

Bullying/harassment

Sharing inappropriate content (both the ownerand recipient)

Recording or taking images of others

Recording inappropriate behaviours

Recording staff

Anything that brings the school’s reputation intodisrepute

Used as a communication device during schooltime

Phones/devices not on silent

Charging devices at school

Listening to music or gaming (unless directed bythe teacher for educational purposes)

School disciplinary action (including behaviours outside of school, however impact on school)

Restorative practices

Confiscation of device

Suspension and/or exclusion

Referral to the Police

If involving people who are not students, referralto parents/carers/police to resolve

Criminal Code Act 1995 (Cth), and the Criminal Code Act 1899 (QLD) contain relevant provisions applicable to online actions. Examples of offences include (but are not limited to):

Unlawful stalking

Computer hacking and misuse

Possession of child exploitation material

Involving a child in making child exploitationmaterials

Making child exploitation material

Distribution of child exploitation material

Criminal defamation**All charges carry significant penalties, includingimprisonment**

Appropriate use of electronic devices

While at school, phones and other devices should be used only for educational purposes under the direction of the teacher. When communicating with staff, students should only do so through their EQ email address (or other school approved platform) and for school related matters.

Appropriate use of

social media and

electronic devices

policy

Marsden State High School prides itself on creating safe, supportive and positive learning environments for all students and staff. There is no place for bullying, or unkind behaviour in our school community. Bullying behaviours will not be tolerated and the processes outlined within this policy explain how we will respond. Bullying is defined as more than a fight or dislike for someone; it is a pattern/repetitive behaviour

when someone is mean repeatedly. This is usually related to people or groups who have more power than others, and can occur verbally, physically, socially and online (kids Helpline, 2020). Prevention Reporting Response

• Positive Behaviour for Learning support practices implemented across the school• All students have been, or are being taught, the specific routines expected in regards to

conduct and relationships• All stakeholders know our school values of Pride, Passion and Persistence• Students have access to a range of support staff and programs specific to social and

emotional needs• High level of quality active supervision is a permanent staff routine, including duty staff

members during non-class times and are easily identified with high visibility vests• Recognise ‘Say No to Bullying Day’ with intentional activities and lessons specific to this• Explicit focus on restorative practices in resolving conflict

• Students, families and staff should report concerns on bullying directly tothe relevant year level HOD in a timely manner.

• Where possible evidence of bullying (for example screen shots ofmessages, snapchats, Facebook posts etc.) will support the investigation

• All incidents reported are investigated and dealt with in accordance withthe schools Student Code of Conduct

• Ongoing issues should be reported back to the school.

School will follow the Bullying Response Flowchart for Teachers at their discretion based on the circumstances and investigation.

Preventing & Responding to Bullying Policy

At Marsden State High School, our mission is to develop superior opportunities based on a culture of high expectations. One of these expectations is that students attend school on time, every day for every lesson in order to access all the opportunities available to them, and so we as a community can achieve our vision to ‘Dare to Inspire, Make

a Difference’. Communication regarding absences: School to Families Acceptable reasons for absence Late arrival to school

• Rolls are marked every lesson, every day• Families will be contacted via email and text message

twice a day to advise of student absence

• Serious illness or medical conditions (majority ofthese conditions should be accompanied by amedical certificate)

• Representative activities including sport, academicand cultural

• Serious family emergencies• For non-school representative sport, dance or

cultural events the school must be notified beforethe date of absence

For any medical absences of 10 consecutive school days or more, an exemption from schooling application should be made directly to the school principal.

• Students must sign in at the student foyer(with a note from carers)

• Students then proceeds to class with sign inslip

• Persistent late arrival to school will result inthe compulsory enforcement of attendanceprocess being applied

Communication regarding absences: Families to School Not acceptable reasons for absence Further references/policies Must provide notification from a parent/guardian of a student absence outlining the reason for the absence in one of the following ways: • Note submitted to student foyer• Phone call during office hours• Voice message left on absence hotline (3299 0555),

option 0 or reply to school initiated text message • Doctors certificates are acceptable notes provide they

cover the total period of absence • Entry onto QParents• Email parents@marsdenshs.eq.edu.au

• Holidays outside school holiday periods• Non-essential activities (for example shopping,

parties, functions) • Medical appointments that can be scheduled outside

of school hours

Information for parents and carers: Regular school attendance

Every Day Counts

Enforcement of attendance

Cancellation of enrolment

Possible actions for unexplained absences • Disciplinary action for truancy• Enforcement of attendance (compulsory aged

schooling) (refer policy) • Cancellation of enrolment (post compulsory aged

schooling) (refer policy)

Attendance Policy

We care about our students, their safety and their image in the community and believe that

their appearance is a very significant visible communicator about our school. Marsden State

High is a “uniform” school. The uniform is to be worn in its complete form at school and when

travelling to and from school. The Parents & Citizens' Association of Marsden State High School

supports a Student Code of Dress (uniform) for Marsden State High School because it believes

that a Student Code of Dress promotes objectives of Education (General Provisions) Act 2006. In

particular, the Parents & Citizens’ Association supports the intention of a Student Code of Dress

in providing a safe and supportive teaching and learning environment by:

• Ready identification of students and non-students at school

• Eliminating distraction of competition in dress and fashion at school

• Fostering a sense of belonging; and

• Developing mutual respect among students through minimizing visible evidence of eco-

nomic or social differences

Our Student Code of Dress consists of an agreed standard of items of clothing, which are de-

fined as a school uniform that our students wear when;

Attending or representing Marsden State High School

Travelling to and from school; and

Engaging in school activities out of school hours

Our school’s dress code promotes the good image of the school within the community, and en-

courages students to uphold and enhance that image, as well as meeting community expecta-

tions and health and safety standards. A neat, complete uniform and tidy appearance shows

pride in self and school. It projects a positive image to employers and the community.

Marsden State High School provides excellent educational opportunities for all students and

expects that parents will support us in our endeavours by making sure students are well dressed

and presented in our uniform every day for school.

Each Excellence Program has a unique uniform that students must purchase from the uniform

shop and wear during their Excellence class. Students choosing to do multiple Excellence

disciplines are required to purchase the Excellence uniforms for each discipline and wear the

correct uniform during their Excellence classes. This does not apply to inter-school sport

For Physical Education, Dance general and Sport classes, students are required to wear full

sports uniform including lace up sports shoes. Sports uniform is not to be worn to other clas-

ses. Students who have an Excellence uniform (eg Dance, Rugby League, Basketball, Football) are permitted to wear these uniforms in Physical Education and Dance general classes.

INTRODUCTION SPORT AND PERFORMING ARTS EXCELLENCE

PHYSICAL EDUCATION

STUDENT

DRESS CODE

Certificate II in Automotive Vocational Preparation• Students must wear mandatory PPE in practical activities (school will advise what is

required for supply by parent)• Long Sleeved Cotton Drill High Vis Shirt• Steel Capped Boots

Certificate I in Construction• ·Students must wear mandatory PPE in designated areas. All students must wear safety

work boots and safety eye protection as a minimum in practical environments.• Safety glasses will be provided• High Vis Shirt Yellow• Steel Capped Boots (provided by parents)

Certificate I in Engineering• Long Sleeved Cotton Drill High Vis Shirt• Steel Capped Boots

Certificate II in Furniture Making Pathways• Students must wear mandatory PPE in practical activities (school will advise what is

required for supply by parent)

INDUSTRIAL TECHNOLOGY & DESIGN

Jewellery

• Earrings – one pair only – standard, plain sleeper (no hoops))or small studs.

• Necklace – only fine gold/silver chains (exception for cultural pendants). Religious and cultural pendants are allowed. All must be long enough so as not to be visible while wearing the uniform at all times

• Watch – one only

• No other jewellery is permitted i.e ankle/wrist bands, bangles, bracelets, chains (school wristband available from uniform shop is permitted

• Facial piercings are not permitted even if covered

Students not in the full and correct school uniform on any given day must:

• Go to the second hand uniform shop before school and when possible a school uniform

item will be supplied.

The following may occur if a student is not in correct uniform:

Infringing items will be confiscated

Information will be recorded on the Student Database and parents will be contacted

Students will be issued with a detention (lunchtime or after school)

An alternate program for the day will be provided for the student

Student will be sent to a Head of Year/DP/Principal

Any student out of uniform will be issued with a Uniform Slip (or Student Planner Note)

which they must carry with them all day

In cases where the alternative is deemed an unacceptable variation or infringement,

parents/carers will be notified to assist in rectifying the problem

If a student continually breaches our school uniform code, a member of administration will

enter into discussions with the parents/carers as to why the student fails to wear the uniform

and the student’s continued enrolment at Marsden High.

IMPLEMENTATION

It is a requirement of our school site that all students wear covered shoes for health and safe-

ty reasons. In particular, activities in Industrial Technology, Food and Design and Science re-

quire impervious shoes (ie leather “college” or “Lynx” style shoe) as these provide the best

protection for your child’s safety. Therefore, we have chosen to apply this standard to all stu-

dents in all classes (except during sports).

School Uniform Shoe – Totally black leather, lace-up (in styles mentioned above). No white/

coloured decoration or markings. No suede, canvas or other fabrics. No velcro, buckles, slip-

ons, high-tops, ballet, boots, slipper, volley, high heeled or platform shoes.

Socks –Visible white socks.

Sports Shoe – Appropriate shoes for the sport being played are acceptable in any colour.

SHOES/SOCKS

Traditional lace up “college” style Traditional lace up “lynx” style

Make-Up and Nails

• Natural lookingkmake-up is permitted. This includes all makeup from foundation,

blush, eye and lip makeup .

• No coloured nail polish. Nails should not be too long to avoid injury.

Hair

OUR UNIFORM STANDARDS

• Hair must be clean and tidy and comply with workplace health and safety provisions.

• Colour – natural tones; no vibrant or multiple tones.

• Cut – conventional; clean and tidy

Headwear

• You may wear a cap or bucket hat. The following restrictions apply: No profanity, drugs, gang affiliation or violence to be depicted in any way.

• Hijabs may be worn in school colours. No head-wear is to have any jewelled adornments.

• No beanies or other forms of headwear are permitted. The school has a fully reversible bucket hat, but this is not compulsory.

Other

• Undershirts are to be white only and non-visible• If wearing long sleeve shirts and tights for religious purposes these are expected to be

white or black block colours• If wearing stocking these must be opaque

Economic hardship requiring special arrangements, or an extended period of time, to

purchase new items of dress

Students with physical impairments requiring greater flexibility in interpretation of dress

codes

We provide our Student Code of Dress policy to parents at the time of enrolment as part of the

Enrolment Package. The Marsden State High School community is very proud of its uniform and

we encourage parents/carers to support the school by upholding our fair and reasonable dress

standards.

Opening hours for the uniform shop can be found on your price list and also on the website.

Please check the website regularly for any changes. Generally it is only open during school

terms with the exception of January prior to school beginning.

Payment types accepted are cash, EFTPOS, visa and MasterCard. No cheques sorry. Credit card

payments can be made over the phone.

Laybys for up to 8 weeks can also be made at the shop to help alleviate any financial burdens

you feel during the year.

Limited amounts of second-hand uniforms can be purchased.

The convenor can be contacted during operating hours on 3299 0519 directly or you can leave

a message on the same number and they will get back to you.

UNIFORM SHOP

At Marsden State High School we impose sanctions on a once-only basis per episode of non-

compliance. Our sanctions are reflective of the severity and recentness of the non-compliance

and are limited to one of the following:

Imposing a detention for a student during lunch or after school (if after school, inform

parents before detention occurs)

Preventing student from attending, or participating in, any activity for which student is

representing school; or

Preventing student from attending or participating in any school activity that is not an

essential school educational program

In resolving matters of Student Code of Dress, the school considers:

Families requiring sufficient time to purchase items of dress

NON-COMPLIANCE

Assessment Policy – Supporting Student Success This Assessment Policy outlines support for students to prepare, complete and submit assessment.

ASSESSMENT PREPARATION Teacher support of students:

Explain Assessment Policy for Students, and consequences for not meeting deadlines

Check students have copied key dates in Student Planner

Check for individual student’s understanding of assessment task requirements

Collect evidence of assessment preparation in notebooks (e.g. take photos/videos of work, collect assessment-related homework/in class tasks)

Give feedback in a variety of ways: whole class, group, individual

Apply consequences when assessment-related homework is not handed in

Record/flag concerns on One School regarding student progress/participation/attendance in class leading up to assessment; refer to CHOD for support.

Curriculum Head of Department / CHOD delegate support of students and teachers:

Ensure Assessment Planners in OneSchool are accurate

Schedule assessment preparation sessions (e.g. tutorials, study groups, etc.)

Speak on parades to stress importance of submitting assessment on time

Grant extensions on assessment due dates for students who require additional support, using supporting documentation

Liaise with HOSES/Case Manager regarding students who require additional support.

Approve extensions in Year 7-10, following SPE process.

Year Level Head of Department support of students and teachers:

Ensure teachers are aware of key issues that may adversely impact student achievement

Provide opportunities to learn organisational skills, ICT skills and time management skills

Provide opportunities to access QCAA’s Academic Integrity Course in Years 10-12

Display noticeboard with year level assessment due dates outside YLHOD office

Approve extensions in Year 11, following AARA Process

DRAFT COMPLETION / EXAM REVISION / VET MODULE (1st attempt) Teachers support of students to complete drafts/VET module 1st attempt:

Allow time in class to prepare for or complete assessment in line with syllabus documents

Give whole class feedback on assessment

Give individual and specific feedback to students to improve communication of learning

Clarify feedback, if needed

Email parents if students do not submit draft on or before the draft due date

Issue detentions until draft is completed. Phone parents, record on OneSchool and refer to CHOD.

Curriculum Head of Department support of students and teachers

Organise academic after school detentions for students to complete drafts after draft due date

Negotiate withdrawal from affected classes with teachers or CHODs if not sufficient time

FEEDBACK ON DRAFTS / VET MODULE (1st attempt) Whilst all students continuously receive informal feedback on their learning, students in:

Years 10 – 12 are allowed feedback on one full draft only

Years 7 – 9 are allowed feedback on a number of drafts, as outlined on the task sheet.

SPECIAL PROVISION or EXTENSION (SPE) for Years 7 – 9 ACCESS ARRANGEMENTS AND REASONABLE ADJUSTMENTS (AARA) Year 10/11 and Unit 3 and 4 Year

12 Year 7-9 - CHOD approves extension if Special Provision is not needed – i.e. – Medical

Year 7-9 – Life Coach approves special consideration and consults CHOD

Year 10/11 - YLHOD/DP process AARA documentation and extensions in consultation with Life Coach/HOSES

Year 12 - Life Coach Processes AARA and reports to QCAA All must be recorded on OS as a contact

FAILURE TO SUBMIT DRAFT WITHOUT A VALID REASON Teacher issues lunch time detentions until draft is completed – refer CHOD on OS. Curriculum HOD to support teacher Curriculum Head of Department issues academic after-school detentions or withdrawals until draft is completed – refer YLHOD on OS. YLHOD to follow up non-attendance at academic detentions and pattern behaviour of non-submission.

FAILURE TO SUBMIT FINAL COPY / COMPLETE EXAM / ACHIEVE COMPETENCY IN VET Curriculum Head of Department issues academic penalty, which may result in work sighted by teacher on or before the due date being marked, draft being marked as final copy or N rating/no credit being awarded for the assessment task. Submission of a plagiarised assessment task, will result in only student’s own work being marked, which may result in an A-E achievement or zero marks awarded. Word count: if word count is exceeded, students are given the opportunity to redact and re-submit within 24 hours.

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Restrictive Practices

School staff at Marsden State High School need to respond to student behaviour that presents a risk of physical harm to the student themselves or others. It is anticipated that most instances of risky behaviour can be de-escalated and resolved quickly. On some rarer occasions, a student’s behaviour may continue to escalate and staff need to engage immediately with positive and proactive strategies aimed at supporting the student to manage their emotional arousal and behaviour.

In some very rare situations, where there is immediate risk of physical harm to the student or other people, and when all other alternative strategies have failed to reduce the risk, it may be necessary for staff to use restrictive practices.

The use of restrictive practices will always be as a last resort, when there is no other available option for reducing immediate risk to the student, staff or other people. Restrictive practices are not used for punishment or as a disciplinary measure.

The department’s Restrictive practices procedure is written with consideration for the protection of everyone’s human rights, health, safety and welfare. There are six fundamental principles:

1. Regard to the human rights of those students 2. Safeguards students, staff and others from harm 3. Ensures transparency and accountability 4. Places importance on communication and consultation with parents and

carers 5. Maximises the opportunity for positive outcomes, and 6. Aims to reduce or eliminate the use of restrictive practices.

Very rarely restrictive practices will be planned and staff will employ, when necessary, pre-arranged strategies and methods (of physical restraint/ mechanical restraint/ clinical holding) which are based upon behaviour risk assessment or clinical health need and are recorded in advance. The use of planned strategies will only be where there is foreseeable immediate risk consistent with the Restrictive practices procedure.

Seclusion will not be used as a planned response and will only be used in serious circumstances for managing an unforeseeable situation in an emergency. It will be used for the shortest time possible and in a safe area that presents no additional foreseeable risk to the student. In such emergencies, a staff member will observe the student at all times and seclusion will cease as soon as possible.

Following the use of any restrictive practice, a focused review will help staff to understand how they responded to the risk in any incident that involved the use of a restrictive practice. Staff will consider whether there are other options for managing a similar situation in the future. This strategy works well for reducing the use of restrictive practices.

All incidents of restrictive practices will be recorded and reported in line with departmental procedures.

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Critical Incidents

It is important that all school staff have a consistent understanding of how to respond in emergencies involving student behaviour that seriously endangers the student or others. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. A critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action (e.g. in the community, on the road). The aim in these situations is to bring the behaviour of the student under rapid and safe control. It is not a time to try and to punish or discipline the student; it is a crisis management period only. Staff should follow the documented plan for any student involved in regular critical incidents, which should be saved and available for staff to review in OneSchool. For unexpected critical incidents, staff should use basic defusing techniques:

1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.

2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.

4. Follow through: If the student starts displaying the appropriate

behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour, then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.

5. Debrief: At an appropriate time when there is low risk of re-

escalation, help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situation

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Conclusion

Marsden State High School is committed to ensuring our values of Pride, Passion and Persistence are exhibited consistently throughout school and wider community. We have high expectations of how our school and community conducts itself, with the priority being on ensuring students have every opportunity of achieving success. By focusing on developing the Body, Mind, Character of our entire school community we focus on student success and a positive community.