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THE KILMORE INTERNATIONAL SCHOOL
Student and Community
Handbook 2019
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Contents Principal’s Welcome ............................................................................................................................... 4
Student Leaders ...................................................................................................................................... 5
Inspiring High Standards ......................................................................................................................... 6
TKIS MISSION STATEMENT .................................................................................................................. 6
IBO MISSION STATEMENT ................................................................................................................... 6
Inspiring Greatness ................................................................................................................................. 7
TKIS AIMS ............................................................................................................................................... 8
TKIS Mission and Aims are achieved by our: ....................................................................................... 8
Our History ............................................................................................................................................. 9
Our Future .......................................................................................................................................... 9
Learning at TKIS “In the Pursuit of Academic Excellence” ..................................................................... 10
Welcome from our Director of Teaching and Learning...................................................................... 10
Curriculum Overview ............................................................................................................................ 11
Electives: ........................................................................................................................................... 11
Changing Subjects: ............................................................................................................................ 11
Curriculum Years 11 and 12: ............................................................................................................. 11
Curriculum Map .................................................................................................................................... 12
Approaches to Learning ........................................................................................................................ 13
Approaches to Learning - Overview of skills taught: ......................................................................... 13
Supervised Study and Tutorials: ........................................................................................................ 14
Assessment Guidelines ..................................................................................................................... 14
Reports ............................................................................................................................................. 15
Academic Awards ............................................................................................................................. 15
SCHOOL TIMES ...................................................................................................................................... 16
Office Hours ...................................................................................................................................... 16
After School - Day Students (Years 5-12)........................................................................................... 16
We Nurture ........................................................................................................................................... 17
Student Wellbeing Programme Overview – information for families ................................................... 17
We implement the wellbeing programme through .............................................................................. 18
Student engagement with Homeroom Teacher & Homeroom Programme ...................................... 18
Home Room Teachers 2019 .................................................................................................................. 19
Homeroom Programme Overview – Information for families .............................................................. 20
Student Engagement Programmes ....................................................................................................... 21
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Nurturing attitudes for success – what does it take to be successful in life? ........................................ 21
Setting Goals and Working Together .................................................................................................... 22
Setting Expectations ......................................................................................................................... 22
The Essential Agreement at TKIS (within the PERMA Model of Wellbeing) ......................................... 23
Information for families .................................................................................................................... 23
Motivation, Self-Management and Skills for Success ............................................................................ 24
Our Essential Agreement ...................................................................................................................... 24
TKIS students are active learners: ......................................................................................................... 24
1. TKIS students build community ................................................................................................. 25
2. TKIS students demonstrate pride in TKIS identity: .................................................................... 25
3. TKIS students make healthy choices for their minds ................................................................. 26
4. TKIS students make healthy choices for their bodies ................................................................ 27
Strengthening Character ....................................................................................................................... 28
Meeting Expectations ........................................................................................................................... 28
Breaching actions, consequences and wellbeing support examples ..................................................... 29
Procedures for Responding to and Reporting Allegations of Suspected Child Abuse ............................ 32
Procedural Matters A-Z:........................................................................................................................ 32
Sun Smart Policy ........................................................................................................................... 39
Uniform Code ....................................................................................................................................... 40
Mobile Phone and Non-Academic Device Use Policy ............................................................................ 42
Rationale........................................................................................................................................... 42
TKIS POLICY APPLICATION .................................................................................................................... 43
TKIS Bus Travel Policy ........................................................................................................................... 45
Our community of professionals helps us deliver our vision................................................................. 47
TKIS School Leadership ..................................................................................................................... 47
Kilmore Leisure Centre Membership .................................................................................................... 48
Kilmore Golf Club Membership ............................................................................................................. 48
LIBRARY INFORMATION FOR STUDENTS ............................................................................................... 49
SCHOOL MAP ........................................................................................................................................ 52
At TKIS .................................................................................................................................................. 53
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Principal’s Welcome Welcome to The Kilmore International School. Like many students, parents and teachers, I was drawn to The Kilmore International School because of its reputation for academic excellence, international outlook and opportunities for personal growth and leadership. As a boarding and day school, TKIS has a family atmosphere where young people from Melbourne, country Victoria and from around the world become part of a close-knit learning community. We expect our inspiring, experienced and highly qualified teachers to guide and support your learning. Our s and Homeroom teachers will understand, support, encourage and guide you to take part in House events, camps and a range of co-curricular events that provide a rich experience to make lifelong friendships. The Student Handbook sets out the expectations, responsibilities, essential agreements and policies that safeguard your wellbeing and safety and that of others within a school community. A common vision shared by the Board of Directors and staff is to prepare you for fulfilling lives in a community. Our aim is for you to make the most of the opportunities TKIS offers and develop the character and habits that will last a lifetime. I look forward to meeting you and supporting you to realise your potential at TKIS. Best wishes for the year ahead. Mr Taylor Principal
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Student Leaders
Dear Students and Community Members
We would like to extend a warm welcome to all new students and staff
to TKIS, we cannot wait to help you get involved in the TKIS
community. We would also like to welcome back all returning
students and staff members. Just like last year the school will continue
to work on the development of the student wellbeing program in an
attempt to foster stronger relationships and encourage personal
growth. In 2019 we hope that students will continue to work hard,
embrace new challenges and remain open-minded in approaching
new opportunities. These opportunities will include both academic
and extracurricular activities but also the chance to build new
friendships.
As School Captains we strive to work with the SRC and TKIS staff to create the best student experience possible in 2019. We hope that this environment will allow greater creative thinking, more social responsibility and more cross-cultural collaboration. We hope that all students and members of the TKIS community can achieve both academic and personal goals in the coming academic year. Shufan (Sophia) Guo and Lachlan Heywood School Captains 2019
Dear Parents, Students, Faculty Members, and Community Members, a warm welcome to TKIS!
We hope you’ve all enjoyed a refreshing summer break and are now ready to begin the 2019 school year.
We are also delighted to welcome new local and international students to our family and encourage all
students to make them feel invited and at home.
With exciting changes to the school, we hope all students are eager
to learn new things, making everlasting friendships and overcoming
new obstacles. As the International Captains of 2019, we hope to
achieve a sense of unity between all students and would like to
motivate everyone to help each other get through the school year.
We believe school life is less daunting and stressful when going
through it with good friends and a positive attitude. Both the
International Department and the SRC will strive to create a bigger
emphasis on the International Day, to ensure that our school’s cultural diversity gets the recognition it
deserves. With the help of our dedicated staff, we hope to usher in a new year of positivity, tranquillity,
and productivity.
On behalf of the SRC, we wish you all the best of luck for the coming year! Victor Si Thu and Wan Nivatvongs International School Captains
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Inspiring High Standards
At TKIS we inspire our community of students, families and staff to thrive.
TKIS MISSION STATEMENT
An International School exists to serve the needs of its students within the wider international community. The aim of this School is to provide for boarding and day pupils, an education of excellence in all areas. The School aims to develop, in a disciplined and caring environment, the spiritual, intellectual, cultural, physical and social capacities of all its students, and to encourage and nurture their individual talents and abilities. It further aims to develop a responsibility to the community by demanding high personal standards and encouraging constructive citizenship and consideration for others.
IBO MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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Inspiring Greatness
TKIS students are global citizens from a diverse range of cultural backgrounds and nations who
come together to engage in our wide range of academic and extracurricular activities. Our
educational environment helps our students develop attributes to flourish now and well into the
future.
Attributes needed for Living in the 21st Century:
(Image sourced from https://www.ibo.org/)
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TKIS AIMS
Develop the ideal of service: • Service to others is part of life and develops the School community’s conscience, thus
breaking down self-interest. Develop a responsible moral code:
• The School must provide students with every opportunity to develop a sense of moral responsibility.
Develop the intellectual skills of:
• Critical thinking, analysis, synthesis, inference and deduction. • Communication and expression. • Research. • Application (arts, crafts, sports).
Develop social skills:
• The School is a family; as such we are all encouraged to develop an accepting and understanding atmosphere which develops interpersonal social skills.
TKIS Mission and Aims are achieved by our:
Academic Programme • Accelerated Primary Curriculum
Years 3-6 • Australian Secondary School
Curriculum • Pre IB curriculum: preparing
students for the International Baccalaureate Programme
• International Baccalaureate Programme
Wellbeing Programme
• Positive Education Framework • Homeroom Curriculum and Engagement Programmes • Camps, Transitions and Resiliency Programmes
Extra-Curricular Activities and Citizenship Programmes
• Sport, Art, Music, Theatrical productions • CAS (Creative, Action & Service) • Model United Nations • Debating Association Victoria Inter-School Debating • Duke of Edinburgh
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Our History History, Development and Organisation of our School. Classes commenced at The Kilmore International School in April 1990. At that time, there were four students: two Australian boys, a Japanese boy and a Japanese girl. By July 1990, the numbers had risen to 12 and by the end of the year there were 22 students enrolled at the School. There are now more than 400 students with representatives from many nationalities. The School presently offers an academic program which focuses on the International Baccalaureate Diploma Programme in the final two years. Years 3 to 10 caters for both native and non-native English speakers with boarding available from Year 7. The staff to student ratio (presently 1:8), coupled with the provision of English as an Additional Language (EAL) within the curriculum, makes these years very beneficial for non-native English speakers. It is during Years 7 to 10 that students from overseas become accustomed to the School and to Australia and improve their English skills. The School is a privately owned, not-for-profit, non-denominational, co-educational day and boarding school. Under the law of the State of Victoria, the School is classified as a ‘Private School’.
Our Future
At TKIS we are continuing to strengthen our place in the world, we have a growing local student
population and celebrate the active role our international students play in shaping our identity.
Together we connect across cultures, bring city and country lifestyles together, celebrate the
strengths of our past and build an exciting future.
The Kilmore International School 2014
The School’s state-of-the-art IB Centre
was opened in 2011.
The Kilmore International School 1888 The School’s main building when it was
operating as St Joseph’s Convent of Mercy.
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Learning at TKIS “In the Pursuit of Academic Excellence”
At TKIS we inspire via our motivational curriculum and supportive learning environment.
We achieve our goals by providing an outstanding
educational experience within a focused learning
environment, under the guidance of highly
motivated teachers.
Welcome from our Director of Teaching and Learning
The motto of our school gives a clear message to all who come to learn here. We want to help our students to achieve academically, at the highest standard. For each of them, it will be a different path to the top and they will learn outside of the classroom as well as inside. When they link all types of learning together, we wish them to see the value of a rounded, comprehensive and disciplined education that is provided by The Kilmore International School. The style of education that our school offers matches closely to the International Baccalaureate (IB) Programmes and their mission to create life-long learners with an international perspective. Therefore the IB Diploma was chosen by our founders as the premier Year 12 qualification and we have designed the curriculum in Junior and Middle schools to prepare our learners with the skills to complete the Diploma successfully but to also develop the whole person as an international citizen. Our graduates have gone on to study in the best Universities and moved into employment with major firms in many different countries and across many fields. We are very proud of them and are delighted that many of our Alumni remain in touch and visit the school when they are in the country. Excellence is not an accident as it requires solid frameworks in which students can focus on their goals. Therefore, this student handbook should have all you need to know, to guide your path. You will find information on our aims, programs, staff, student leaders and policies. You will see that we have expectations on personal conduct, behaviour, presentation and self-care. These are framed in a way that explains how we can act together to have a healthy physical and mental approach to achieving that academic excellence to which we aspire. Welcome to our school and welcome to your journey with us. Dr. Judy Rutter Director of Teaching and Learning
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Curriculum Overview In Years 3 to 10 all students follow a broad, compulsory program of study which is designed to fully prepare them to undertake the IB Diploma Programme in Years 11 and 12. Students study Language A (First language) and Language B (Second language) and will receive English Additional Language assistance should it be required. This may be in the form of an alternative to classes, after school tutorials, or both. The following periods are allocated to each subject:
Electives:
In Year 10 there is a semester based elective of 2 periods per week of Art, Drama and Music. Year 7, 8 and 9 alternate between Health and Drama.
Changing Subjects:
For students to change subjects or levels during the school year, they need to obtain and complete the Request to Change Subjects/Subject Levels form from the responsible for their year level.
Curriculum Years 11 and 12:
The IB Diploma Programme is explained to students in detail throughout Year 10. All TKIS students are required to undertake the full Diploma Programme in Years 11 and 12. Subject selection is done by the school’s Careers Counsellor in conjunction with the IB Coordinator and the student. Parents may become involved in this process if they wish.
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Curriculum Map
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Approaches to Learning At TKIS we teach more than just content. Students develop skills for life, they learn how to learn and acquire strategies to help them succeed across the curriculum. These IB Approaches to Learning (or ATLs), include skills, strategies and processes which provide a solid foundation for learning independently. These skills are adapted to age-appropriate and incremental elements integrated into the subject curriculum as well as taught explicitly through our TKIS homeroom curriculum.
Approaches to Learning - Overview of skills taught:
Skills
Categories Thinking Communication
Critical Thinking
Creative Thinking
Transfer
Metacognition
Reflection
Communication
Social Collaboration Self Management
Affective
Mindfulness
Emotional Management
Self-Motivation
Perseverance
Resilience
Organisation
Managing time and tasks
Goal setting
Research
Media, Information Literacy
Academic Honesty
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Supervised Study and Tutorials: Academic staff deliver supervised study for students in Years 5 to 8 from 3:45pm to 4:30pm
Monday to Thursday and evening tutorials for students in Years 9 to 12 from 4:30pm to 6:00pm
Monday to Thursday.
Students with unsatisfactory academic performance will be directed to attend specific tutorials.
Teachers must also sign the diary of each attending student and keep an attendance roll on
SEQTA.
Any student remaining on the school grounds after 3:45pm must attend supervised study and/or
tutorials.
Assessment enables us to measure our growth and strive to achieve new goals
Assessment Guidelines This takes a variety of forms and is conducted throughout the year. All students at The Kilmore
International School are graded using the IB 1 to 7 scale. This is expressed in the following way
on the reports:
Students will have a Grade Point Average (GPA) each Semester. The GPA is calculated by adding
relevant grades received for each subject and dividing by the number of subjects attempted. In
years 5-12 a GPA of less than 4 is deemed unsatisfactory.
Years 5-12 Years 3-4 Grade: 7 Excellent
6 Very Good 5 Good 4 Average 3 Developing 2 Below expectations 1 Not meeting expectations
Grade 4 Above expectations 3 Meeting expectations 2 Below expectations 1 Well below expectations
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Reports Staff complete detailed student reports each semester in Terms 2 and 4. Progress reports are
issued in Terms 1 and 3. An Interim Report will be issued to a student promoted ‘on probation’
while new students are issued with a report after 6 weeks. Parent-teacher interviews are held
once per semester. Reports are accessible via our online platform with each parent/guardian
having their own login and password. An email will be sent advising when reports are available
to view.
Academic Awards The Principal’s Awards for Academic Excellence are presented in early Term 1 and Term 3. These
are awarded to students, from years 5-12 who maintain a Grade Point Average (GPA) of 6 or such
other grade as determined by the Principal in the previous semester.
Various Learning Areas participate in state and national subject competitions and assessments.
These awards are presented to successful students throughout the school year.
Year 12 students are presented with a number of awards at the annual graduation
ceremony. These include:
• Subject Awards
• Mitchell Shire Award
• McEwen Award
• Euroa Electorate Award
• ADF Long Tan Award
• International Student of the Year
Award
• Pisen Hong International Award
• Principal’s Art Prize
• Performing Arts Award
• Year 12 Sport Award
• Duke of Edinburgh Award
• Sam De Gabrielle Service Award (CAS)
• Principal’s Award for Leadership
• Principal’s Award for General Excellence
• Principal’s Award for Academic Excellence (DUX)
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SCHOOL TIMES
Schedule Mon-Thurs Friday
Home room 8:35am - 8:45am 8:35am - 9:05am
Period 1 8:45am - 9:40am 9:05am - 10:00am
Period 2 9:40am - 10:35am 10:00am - 10:55am
Recess 10:35am - 10:55am 10:55am – 11:15am
Period 3 10:55am - 11:50am 11:15am – 12:10pm
Period 4 11:50am - 12:45pm 12:10pm – 1:00pm
Lunch 12:45pm - 1:40pm 1:00pm – 1:50 pm
Period 5 1:40pm - 2:35pm 1:50pm - 2:40 pm
Period 6 2:35pm - 3:30pm 2:40pm - 3:30 pm
Office Hours
The Administration office is open from 8:30am until 5:00pm Monday to Friday. Students wishing
to talk to office staff should visit the Student Services Officer via the door located in the courtyard
opposite the Science Block.
After School - Day Students (Years 5-12) All day students should have left the School grounds and buildings by 3:45pm unless they are
involved in the extra-curricular program and under the direct supervision of a staff member or
attending the tutorial program.
Students must have their Diaries signed each time they attend tutorials or the library.
Study and tutorial sessions for IB students normally finish at 6:00pm.
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We Nurture
We nurture our students’ personalities, individual interests, talents and abilities within a caring
and motivating environment.
Student Wellbeing Programme Overview – information for families The TKIS Wellbeing Programme is a multi-strategic approach to building student resilience and
self-efficacy. It is an evidence-based, proactive initiative for TKIS students, staff and parents,
delivered by Wellbeing Team Members, Pastoral Care Leaders, Homeroom Teachers, Boarding
Staff Members and Senior Leadership Team Members. Its key tasks include:
• Addressing student needs using targeted, timely interventions which enhance resilience. • Creating a school culture which builds upon strengths and enables all members to
flourish. • Facilitating student and staff attainment of attributes needed for life-long success. • Establishing Wellbeing at the centre of all TKIS programmes and decision-making. • Facilitating staff and community involvement to achieve the TKIS vision and mission.
Doctor, counsellors, nurse, s,
Homeroom teacher, external
psychiatrist
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We implement the wellbeing programme through Having shared understandings and clearly communicated frameworks, this includes:
Student engagement with Homeroom Teacher & Homeroom Programme
TKIS homeroom teachers are caring and thoughtful. They know their students and seek to help them develop critical life skills and achieve their personal best. The homeroom teacher is the key contact for students, parents, and teachers and they:
• support students in all aspects of their social and academic wellbeing at TKIS • teach skills for success using a positive education methodology in homeroom • engage meaningfully with their students • promote an atmosphere of safety and engagement • communicate with students, families and staff members when students need extra
support • help students set goals, manage priorities and achieve their best • promote a sense of fun and family
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Home Room Teachers 2019
Homeroom Room Teacher
3 Primary School Sandi McNAMARA
4 Primary School Jennifer LING
5 Primary School Georgina GARNER
6 Primary School Julie DANIELLS
7A 88 Catherine STRINGER
7B 63 Ross WRIGHT
8A 61 Jim EDMONDS
8B 62 Robert WALLACE
9A 32 Lynne CHRISTIE
9B 33 Mei YUE
9C 17 Pauline HONG
10A 41 Angela GOWER
10B 42 Ranjit KAUR
10C 44 Verena KUEHN
11A 101 Duke TRAN
11B 102 Christine XU
11C 103 Neil HOLDAWAY
11D 104 Hao LIN
12A 105 Jessie CHEUNG
12B 106 Andrew PHAROAH
12C 107 Lynda ALLEN
12D 108 Baldev KAHLON
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Homeroom Programme Overview – Information for families
As TKIS is an IB school, the Homeroom Curriculum was also designed to align with the IB curriculum. Familiar IB terminology will be used across the Homeroom Curriculum and the objectives are aligned to the IB Learner Profile. An inquiry based approach is used, where different age-appropriate questions are posed each week, for students to explore different perspectives. All year levels will be aligned with the same statement of inquiry for the term. Homeroom Teachers are now given an extended Homeroom period every Friday to explore the key concepts in greater detail with their students each term. This extended time also
provides more opportunities for Homeroom Teachers to develop stronger teacher-student relationships through informal conversations and the delivery of lessons that support the overall objectives of the Homeroom Curriculum. The Homeroom Curriculum seeks to leverage student’s existing strengths to 1) develop their intrapersonal and interpersonal skills, 2) develop their ability to think positively and remain resilient in the face of adversity and 3) provide opportunities for them to flourish.
Term 1 2 3 4
Key
concepts
Identity and Resilience
Relationships and
Empathy
Community and
Respect
Global Interactions and Flow/
Connection
Sphere of
interactions
Self
Friends and
family
School and the wider community
The world and
societies
Via these concepts, students learn age appropriate “skills for success” through explicit instruction. These skills include positive self-image, effective problem solving and planning, goal setting, working well with others, enhancing family relationships, discovering the leader within and more. The plan is for students to re-explore the four pairs of concepts every year, as they graduate to the next year level, at a higher level of difficulty and with more depth in order to gain mastery. New learning has a relationship with previous learning and is put in context with previously-learnt information. This model of curriculum design follows Bruner’s Spiral Curriculum Model and bears some similarity to Bronfenbrenner’s Ecological Model, which emphasises the role of the environment on a child’s development.
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Student Engagement Programmes
Through Homeroom and Health Curriculums students learn skills for success including how to set
and achieve goals, understand themselves and others better. They become knowledgeable about
their personality types, their personal strengths, values, motivations, preferred learning styles
and how to thrive in the face of 21st century challenges.
Camps and extracurricular transition programmes provide our students with the opportunity for
personal development away from the structure of the classroom through a balanced program of
recreational, adventure, environmental and cultural activities.
Nurturing attitudes for success – what does it take to be successful in
life? A key premise underpinning the TKIS wellbeing philosophy is the importance of attitude and the
application of a growth mindset. At TKIS we teach our students to develop and apply a thinking
process that promotes reflection and growth.
“I can, I will, I’m working on it”
(image sourced from https://qahs.eq.edu.au/growth-mindset/ Jan 2019)
When students and teachers direct thinking towards development and growth, they are able to
see what is possible. They are more inclined to reflect meaningfully on mistakes, embrace
challenges and rise to achieve their personal best.
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Setting Goals and Working Together
At the beginning of each school year, and at regular intervals throughout each term, students set
personal goals and identify strategies to achieve them. These SMART (Specific, Manageable,
Attainable, Realistic, Timely) goals connect to students’ individual interests and motivations as
well as help them build upon their strengths. We also use the VIA (Institute on Character)
Strengths test, age appropriate learning style tests and our own TKIS wellbeing surveys to build
students’ understanding of themselves and to help us identify their needs. This data informs our
wellbeing initiatives at each year level. s work with our mental and physical health teams, our
homeroom curriculum leader, Boarding House Manager, International Department, Student
Leaders and the Director of Student Wellbeing to design programmes that meet our students’
needs. This whole school approach is dynamic, research based and collaboratively implemented
resulting in a community of care being established around each child.
Setting Expectations
At TKIS we use positive behaviour supports to build student capacity to become reflective and
responsible decision makers. Establishing and clearly communicating expectations helps us
identify behaviours for success at TKIS. Forming agreement around what is expected helps
students, families and TKIS staff foster positive behaviours and dialogue around growth.
Additionally, clearly stating behaviours which undermine our agreements, helps to limit such
behaviour and show the implications of why those behaviours negatively affect individual
students and the TKIS community at large.
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The Essential Agreement at TKIS
(within the PERMA Model of Wellbeing)
Information for families
Enhancing and developing our student’s overall wellbeing is a crucial component of the Essential
Agreement for TKIS students. By adhering to all the facets of the Essential Agreement, students
will find this will enhance their overall wellbeing as individuals and a community which
contributes to their success and enjoyment at the school. TKIS is committed to developing
students’ wellbeing in order for them to thrive and flourish.
The whole school approach to focussing on and developing wellbeing has risen from a
commitment to Positive Education which is based on the evidence based approach of Positive
Psychology. Positive Psychology asserts that the following five elements of wellbeing contribute
to the overall mental and emotional health of individuals and organisations. The five factors of
wellbeing have developed into the PERMA Model as described below:
Positive emotions: The ability to be optimistic, experience joy, love, contentment and pleasure.
Gaining pleasure from intellectual stimulation and creativity.
Engagement: When you are engaged in an activity or task and time stops for you. When you are
entirely absorbed in the present moment, or immersed in a task or activity.
Relationships: Positive relationships and social connectedness are key contributors to our
wellbeing. Good relationships buffers against depression.
Meaning: Belonging to and serving something bigger than the self. Having a purpose and meaning
to your life.
Accomplishment: Achieving goals gives us a sense of accomplishment. Experiencing pride and
fulfilment when one’s goals are achieved is important as we thrive and flourish by doing this.
(image sourced from https://positivepsychologyprogram.com/perma-model/)
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Motivation, Self-Management and Skills for Success
Our Essential Agreement
TKIS students are active learners: Our students strive to become knowledgeable in a wide range of fields. While taking risks in their educational journey, our students develop intellectual skills by inquiring into established knowledge and applying it creatively to new contexts. Behaviours which fulfil this expectation include:
• asking questions, sharing ideas, taking risks by contributing to classroom conversations
• respecting and considering other points of view, and understanding that other people with their differences may also be right
• seeking to transform knowledge by applying critical thinking, synthesis and deduction to create new understandings
• asking teachers and peers for help whilst also supporting others’ learning • seeking opportunities to reflect and critically understand key concepts or mistakes • taking responsibility to complete tasks early or on time • reviewing lessons each evening and reflecting on mistakes to make improvements • seeking to extend themselves, for example by reading widely every day • seeking to learn and apply the IB Approaches to Learning (ATLs)
The following actions undermine this expectation: • being passive in the classroom; making minimal contributions to group activities or
class discussion • making minimal effort to apply taught skills in class or at home • impeding others’ learning for example by dominating conversation, repeatedly
interrupting peers or teachers • leaving required materials at home or in lockers • arriving late to school or class • handing work in late or not at all • being absent from school without permission or a proper reason
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• using mobile phones during class hours, study periods or after lights out in the boarding house
• leaving school grounds without permission or without or signing the appropriate register
• cheating or plagiarising • bullying, fighting, intimidating, or excluding others.
1. TKIS students build community
Our students are caring, open-minded communicators who understand that service is a part of life and actively contributes to building community. The School seeks to break down self-interest and develop an accepting and understanding atmosphere which develops interpersonal social skills to make all feel welcome. Behaviours which fulfil this expectation include:
• making eye contact, smiling and greeting fellow students, visitors and staff in passing • actively pursuing participation in extracurricular activities, clubs and programmes,
such as volunteering in their local community or creating artworks for display around the school or community
• taking on leadership roles, such as writing for TKIS publications, participating in CAS, Model United Nations, Debating, TKIS productions, etc
• always encouraging others and offering help or support to others when able • using supportive and respectful language and tone, with cultural sensitivity, both at
school and in public settings • seeking to understand others’ perspectives and respecting differences by discussing
problems when they arise • behaving respectfully on public transport and in other public locations • supporting school and community events such as plays, art exhibitions, sporting
events, etc. The following actions undermine this expectation:
• not greeting others in passing • insulting others or putting them down with discouraging comments • being rude, intimidating or aggressive in any way • being racially abusive or engaging in antisocial behaviour • refusing to participate in school events • keeping to oneself or excluding others.
2. TKIS students demonstrate pride in TKIS identity:
Our students feel proud to be members of the TKIS community, and strive to be caring individuals who think of others. Recognising the School as a family, TKIS students help to develop an accepting and understanding atmosphere that builds TKIS community conscience. They actively participate in ALL school activities and represent their school with pride.
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Behaviours which fulfil this expectation include: • respectfully representing TKIS in competitions, events and social engagements • wearing the TKIS uniform correctly with regulation shirts, trousers, dresses, skirts, socks,
and hair [colour and length] as stipulated [see appendix list of Uniform Code] • presenting a tidy appearance with hair washed and groomed, clothes ironed, in good
repair and clean • representing oneself respectfully online including being courteous and modest in one’s
statements and appearance (for example when posting on social media). The following actions undermine this expectation:
• breaching the TKIS Uniform Code • stealing or borrowing another person’s items without permission • swearing in any language • engaging in inappropriate sexual behaviour • smoking, drinking or taking non-prescription drugs • vandalising or damaging property • sexting or representing oneself in an unseemly manner on social media • making hurtful or socially inappropriate comments in person or on social media • chewing gum on school premises.
3. TKIS students make healthy choices for their minds
Our students are principled thinkers who work hard to do their best, maintain healthy mindsets
and celebrate their personal and academic growth. They understand the importance of balancing
different aspects of our lives, to achieve well-being for ourselves and others (IB Learner Profile).
Behaviours which fulfil this expectation include: • applying a growth mindset by being open-minded and a risk-taker • using positive language to facilitate personal growth, healthy self-worth, and effective
engagement with others • encouraging themselves and others; showing empathy and respect • seeking to do their best and reflecting on areas to improve, acknowledging their
strengths and weaknesses in an effort to grow • setting and working towards achievable goals which align with their personal values
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• being balanced in their approach to study, relaxation, social engagement, and exercise • reading for enjoyment for a minimum of 30 minutes per day • asking for help and guidance from teachers and professionals • actively participating in the TKIS tutorial programme to deepen knowledge.
The following actions undermine these expectations:
• denigrating themselves or others with negative language or actions • following irregular sleeping patterns • spending excessive time on social media or computer games • disregarding advice of teachers and boarding staff, to help their academic achievement • avoiding social activities that promote social development.
4. TKIS students make healthy choices for their bodies Our students are balanced in their approach to study and relaxation, therefore they understand
the importance of caring for themselves, through healthy behaviour choices. They use sound
knowledge to reflect before making their choices and seek to be principled in looking after their
health.
Behaviours which fulfil this expectation include:
making physical and behavioural choices that keep them safe
consuming healthy foods including vegetables, fruits and water
exercising regularly – for example, using the gym, golf course and swimming pool or playing soccer or tennis on site
maintaining a balanced schedule including making time for sleeping, exercising and socialising while maintaining a commitment to study
avoiding the use of stimulants and depressive drugs, that damage the body
minimising social media use during study time.
The following actions undermine this expectations:
smoking, consuming alcohol or non-prescription drugs
eating unhealthy food, eating too little or too much, eating irregularly
driving to school or travelling in a vehicle being driven by another student without the Principal’s permission.
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Strengthening Character In the instance that a student makes a mistake or transgresses our agreement, we apply a
restorative approach to help support reflection, self-management and motivation:
(Image sourced from http://www.ocde.us/HealthyMinds/Pages/Restorative_Practices.aspx)
Meeting Expectations TKIS strives to nurture self-efficacy and socially constructive behaviour by creating a positive
environment and circumstances in which all members of our community can flourish. We take
this commitment seriously. When there is a breakdown in our systems, we seek to address this
through dialogue and repair of relationships or change in behaviours. We help students to reflect
on the choices they made and how those choices contributed to good and also poor outcomes.
Should there be continual transgressions of our community identified expectations, we
communicate to parents via ‘student management forms’ with progressive consequences,
including conduct notices.
A demerit will be incurred for every three conduct notices, subject to discretion of the Senior
Leaders, five demerits will result in suspension at the Director of Student Wellbeing’s
discretion. The school will inform parents of each demerit by letter.
Major misdemeanours, such as vandalism, bullying or persistent middle level breaches of school
rules, will result in three or more demerits or a suspension.
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Behaviour that is deemed totally unacceptable at TKIS includes smoking, the use of drugs, theft,
sexual activity, physical violence and malicious damage to a person or property. Students who
engage in such activities will be suspended or expelled.
Breaching actions, consequences and wellbeing support examples
Examples of breaches of School Rules
Consequences
Wellbeing Support: Relevant staff members
who may be involved include
Smoking/Drugs or Consumption of alcohol on school grounds or attending school while under the influence of alcohol. Boarders must not smoke or consume alcohol either on or off TKIS campus or return from weekend leave under the influence of alcohol.
Suspension or Expulsion Homeroom Teacher, , Deputy Principal, school nurse and doctor
Using non study related electronic device (eg mobile phone or listening device) during phone restricted times as detailed in the phone policy.
Please refer to the phone and non- academic devise use policy.
Homeroom Teacher, and School Psychologist if ongoing support is required.
Physical or other aggressive behaviour towards another.
Fighting is not acceptable at TKIS. Exclusion from class and an immediate meeting with the Deputy Principal or Principal. Parents contacted. Suspension and two demerits.
Homeroom Teacher and , Deputy Principal and support program from the School Psychologist.
Non completion of home work.
First incident Reminder, student must complete and hand in the home work by the following school day or the following lesson (the teacher will decide). Second incidence Student Management Form issuing a ‘conduct notice’ which also informs the parent, class teacher will set a new
Class Teacher, Homeroom Teacher, if it is a systemic issue.
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completion deadline. And a possible lunchtime detention with the class teacher. Third incidence A detention (Friday afternoon or Saturday morning) to complete the homework.
Not demonstrating the idea of ‘students build community’ as defined in the Essential Agreement. (Being disrespectful)
First incident Give an oral apology to the offended party dependent upon the nature of the action or lack of. Second incident Give a written apology and receive a Student Management Form issuing a ‘warning’ or ‘conduct notice’ dependent upon the nature of the action or lack of. Third incident Community service as appropriate to the offence or demerits as required.
Class Teacher, Homeroom Teacher and .
Tardiness, forgetting equipment (text books, hat for PE etc)
First incident Reminder by class teacher. Second incident Student Management Form issuing an official warning and as communication with the parent. Third incident Student Management issuing a ‘conduct notice’ and a meeting with the homeroom teacher. A Self Management Plan may be applied. Fourth incident Lunchtime detention and meeting with regarding the importance of being on time and prepared for class. A review and continuation of the Self Management Plan.
Homeroom teacher and other wellbeing staff, support programs from the above.
Bullying Bullying is not acceptable at TKIS. * Please refer to the TKIS Respectful
Dependent upon the nature of the bullying, Homeroom Teacher, , Deputy Principal and School Psychologist.
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Relationships and Anti-Bully Policy.
Misuse of Social media
First incident Student Management Form issuing a consequence dependent upon the nature of the incident. Communication with parents. Support programs to address behaviour. Further incidences Demerit points and or suspension or both. * Please refer to the TKIS Respectful Relationships and Anti-Bully Policy.
Homeroom Teacher, , Deputy Principal and School Psychologist.
Uniform breaches (Refer to TKIS uniform policy)
First incident Verbal reminder/warning. Second incident Student Management Form issuing a warning which is first parental contact to address issue. Third incident Student Management Form issuing a conduct notice. Fourth incident Direct parent contact by either the homeroom teacher and advised to address issue before the return to school. Extreme hair colour will require immediate withdrawal from classes and contact with either parents or the Boarding Manager to resolve the issue.
Homeroom Teacher, , Deputy Principal and/ or Boarding Manager.
Skipping compulsory tutorials First incident Verbal reminder/warning Second incident Student Management Form issuing a Friday after school detention.
Homeroom Teacher, .
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Procedures for Responding to and Reporting Allegations of Suspected
Child Abuse
At TKIS we have a zero tolerance for child abuse and are committed to acting in the child’s best interest to protect them from harm.
‘Child Abuse’ includes: • sexual offences; • grooming; • physical violence; • serious emotional or psychological harm; • serious neglect; and • family violence, or exposure to family violence.
If you have any concern that a child may be experiencing any form of abuse, whether or not you have formed a belief on reasonable grounds that the abuse has occurred, you should immediately raise your concerns with one of our Child Safety Officers. These officers have received special training that allows them to deal with child protection concerns both sensitively and effectively. Communications will be treated confidentially on a ‘need to know basis’. Contact the Senior Child Safety officer on Phone +61 3 5782 2211 or email [email protected] The welfare and best interests of the child are paramount. Whenever there are concerns that a child is in immediate danger the Police should be called on 000.
Procedural Matters A-Z: Absence: The school must be notified of any student absences by contacting Reception on 5782 2211 or email: [email protected]. If the absence is known beforehand, students are expected to either bring a note signed by a parent/guardian or to complete the ‘Absence Note’ signed by a parent/guardian in the back of the Student Diary and bring to Reception or Administration. Academic Honesty: Students and staff are expected to acknowledge fully and in detail the work, thoughts or ideas of another person if incorporated in work submitted for assessment. Failure to do so is defined as plagiarism. This constitutes malpractice for IB students and can, when proven, result in failure to gain the IB Diploma. TKIS uses Turnitin to check student work. Staff are required to authenticate student work through the Turnitin program and by sighting drafts.
Students are expected to ensure that their own work is never given to another student, either in the form of hard copy or by electronic means, knowing that it might be submitted as the work of the other student. Collusion is defined by the International Baccalaureate Organisation (IBO) as a student knowingly allowing his or her own work to be submitted by another student for assessment. Students are expected to refrain from looking at another student’s work, or notes and texts, during tests and examinations. The IBO further defines malpractice as the attempt by any
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candidate to gain an unfair advantage in any assessment component. The same piece of work, or two versions of the same work, cannot be submitted to meet the requirements of different IB assessment components. Students in Years 3 to 12 will receive no marks for an assessment task if the teacher knows that the work is not that of the student, or may be required to do the work again under supervision, if the teacher suspects that the work is not the student’s own. Offences will be reported to the or IB Coordinator, according to the TKIS Code of Behaviour. IB students found guilty of malpractice, collusion or plagiarism receive no marks for affected subjects and are not normally permitted to take Diploma Program examinations in any future session. Accidents: Accidents which occur during the day must be reported to the Principal via the Accident Register on Complispace and those which occur outside the normal school day will a l s o be reported to the Principal and if the student is a boarding student, to the Boarding Manager as well. All accidents/incidents must be recorded in the accident/incident book/form which is available on Complispace. Bicycles: Students and staff must wear helmets when riding their bicycles (according to Australian Law) and store them in the bicycle area outside the Blueroom. Boarding: There is a Boarding Handbook that supplements the Student Handbook and is provided to all boarders and all boarding staff. A copy of the Boarding Handbook is available on student share and on the school website. Buses: The TKIS bus service to Gisborne, Mernda, Whittlesea, Woodend via Lancefield leaves TKIS
at 4:30pm Monday to Thursday and 3:30pm on Fridays. The buses also depart early on the following days:
Commencement Ceremony
Parent Teacher Nights
Last day of Term(s)
Year 12 Graduation
Other whole of school days (for example school sports) CareMonkey reminders for early departures will be sent prior to these days. The School
Newsletter updates days/times of operation. The Assumption bus service is administered by
Assumption College, Kilmore (Phone: 5782 1422).
Students travelling by the Assumption bus are required to leave class at 3:20pm to catch their bus on time. Students are expected to behave in a manner that reflects the high standards of the School. Calendar: The School’s annual calendar is published each year. Holidays are set out in the calendar. It is available on the school website www.kilmore.vic.edu.au under the ‘Our School’ tab.
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Camps: Camps provide the students with the opportunity for personal development away from the structure of the classroom through a balanced program of recreational, adventure, environmental and cultural activities. (They are compulsory for all students and no refund will be made for non-attendance). Cars: The school is aware that a number of senior school students intend to drive to school either occasionally or on a regular basis. It is important that all members of the school community are aware of the school policy on this matter. Specifically:
• The TKIS student driving policy is located on the TKIS Website. • The school does not have space available for student parking. Consequently no student is
permitted to park their car within the school grounds. • Students are not permitted to go to their car during the school day. • It is expected that students will drive to and from school in a safe and responsible manner
and adhere to road rules. • Under no circumstances can students, once at school, transport other students in
their cars when travelling to and from any school program or function. If these requirements are disregarded, parents will be notified and appropriate student sanctions will apply. If the school becomes aware that a student driver has broken road rules or driven in an unsafe or irresponsible manner, police will be notified. Correspondence: All written correspondence from the school will be via email including School Newsletters, availability of Reports and other general notices. Contact: Families need to provide TKIS with a current email address in order to receive reports and other notifications. Families are asked to advise [email protected] of their current email address and phone numbers. Departing Students: A Student Exit Form must be completed by all students leaving the school before completion of Year 12. As outlined in the school refund policy, when a student decides to transfer from TKIS, ‘No refund of fees will be made unless one semester’s notice in advance and in writing is given’. Diary: Each student is expected to have his/her School diary at every class, tutorial and study session and to record homework and other commitments. The Student Diary will be checked daily and signed each week by Home Room teachers. Diaries should also be signed for boarders by Boarding Staff and for Day Students, by their parents. Email: All students are given a student email from IT. This is the only email that should be used to contact or receive email from the school.
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Emergency Management Plan: Emergency Management Practices are held at regular intervals. The Principal decides when emergency drills take place. Students should be familiar with evacuation procedures and take note of emergency signage located around the school campus. Examinations: All students in Years 7 to 12 will sit formal examinations as part of the educational process in the school. The purpose of these examinations is:
1. as a means of assessment of the curriculum. 2. to develop students’ examination techniques in preparation for the IB.
Schedule of internal examinations Years 7 to 11:
• Semester 1: Last week of Term 2. • Semester 2: Second last/last week of Term 4.
Students are not permitted to finish the semester early unless extenuating circumstances arise and the Principal is consulted. Students failing to sit examinations on the scheduled dates due to illness (supported by a medical certificate) may be given permission to sit examinations at a later date at the discretion of the Principal and in consultation with the subject teacher. Final IB examinations are controlled by the IBO and commence the first week in November. Excursions: Parents/Guardians of local students must create a CareMonkey account and respond to and accept all CareMonkey notifications. All overseas full fee paying students have filled in a standard medical and excursion permission proforma. Full school uniform must be worn on all excursions, unless otherwise stated. Health: TKIS endeavours to look after the physical, emotional and overall wellbeing of all its students whilst attending school. Our Student Health Facility encompasses the following specialties: First Aid Facility with Trained Nursing Staff: Our mission is to provide a safe and caring environment where students and staff can be attended when in need of First Aid Treatment. The nurse is present in the school from 8:30am to 3:00pm Monday to Friday. Doctor: Our local GP consults at the school Monday to Friday 8:45am to 9:15am to look after the needs of our Boarding Students. Day Students wishing to utilise this service are required to make an appointment through the School Nurse and have a signed letter from their parent or guardian consenting to the Medical Review.
Illness:
• The Sickbay is open to all students and staff when in need of First Aid Treatment, medical advice or when students are simply seeking reassurance.
• Our Nurses are there to look after Day and Boarding Students between the hours of 8:30am to 3:00pm.
• After 3:00pm all unwell students must present to Reception or Student Services for all First Aid treatment.
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• All Student Diaries must be signed by the attending Teacher prior to leaving class and must always accompany the student to the Sickbay.
• All unwell students shall be referred to the School Nurse for assessment and if deemed necessary parents will be notified for student collection.
• Parental notification for student collection must be initiated by the School Nurse or TKIS staff member only.
• No unwell student shall be permitted to leave school grounds unless the Leave Register has been completed and signed by the accompanying parent/guardian.
• No unwell student shall be permitted to travel home unaccompanied.
Student Counsellor and Student Psychologist:
• Our School Mental Health Professionals are available to see students by appointment or referral. All referrals and appointments are to be made directly through the wellbeing team at the wellbeing office, through the School Nurse or Reception. Should an issue arise that requires urgent support or attention, families or a student can contact the Director of Student Wellbeing on +61 437 631 677.
Home Room: All students are expected to be in Home Room at 8:30am. Rolls must be marked inside classrooms and the students must be settled and attentive. Home Room is between 8:30am and 8:45am. Students who do not arrive in time for Home Room should go directly to reception or administration to be marked present. Please note that three late arrivals (other than due to public transport) may result in a detention. Homework: Homework is set during MOST periods and should be recorded in student diaries. Late Arrival: All students must sign in at Reception or Administration if arriving after 8:30am. Leaving the School: Students must not leave the School during school hours, including lunch-time, without written permission from a Parent/Guardian to be given to their Home Room teacher and forwarded to Reception or Administration. They must sign out at Student Services. Lockers: All students from Year 7 to 12 are provided with a locker. All students are required to provide their own padlock and to keep their lockers locked at all times. Books for class must be collected before homeroom (for periods 1 and 2), at Recess and at Lunch breaks. Bags are to remain in the locker area until the end of the school day. Each student is responsible for their assigned locker and the cost of repair required, as a result of any careless or wilful damage by the student, will be assigned to them. Lunch Orders: Lunch orders are to be placed in the box at Student Services before 11:00am. Correct money should be used. Lunch orders are collected from Student Services at lunch time. Mobile Telephones/Headsets/Earphones: Must not be used at school. Refer to the TKIS Mobile Phone Policy on the school’s website.
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Medical Forms and Student Information: Student information, as determined by the enrolment form and medical forms will be forwarded to the relevant Year Level Coordinator and School Nurses by the Administration team. Medication: Strict guidelines must be adhered to if a Parental request is made for the School Nurse to administer medications to their child during school hours. It is a requirement that the parent:
• Liaise with the School Nurse explaining the medical condition and treatment required. • Supply the medication in the original container, with the correct label for that student. • Supplies written advice from the pharmacist in the case of administering the
prescribed medication. • Completes a signed document stating the student’s full name, name of the medication,
dosage and the time the medication is required to be administered.
All student owned medications shall be stored and kept locked within the Infirmary Medication Cupboard for the duration of the Medication Administration requirements. Medication on camp must be discussed with the school nurse and leading camp teacher. Day students are required to notify their and Nurse if they are required to take medication whilst at school or when on camp. Money/Valuables: Students should not normally bring large amounts of money or valuable items to School. A lockable locker is provided to all students and is the appropriate place for most belongings. The School will not accept responsibility for valuables lost or stolen. Most students are required to bring their own lock for their locker. Money for Excursions and Fundraising: Students returning funds to the school for Excursions/Fundraising etc. must place it in a sealed envelope with full details written on it. It may be handed in at Homeroom, where the teacher will take it to the Accounts Department or Student Services. Staff are not to hold any money for student payments, events or any fundraising. All money must be given to the Accounts Department for recording, security and receipting. New Student Arrivals: When a new student arrives at the school, the following procedure takes place:
1. If the student is in boarding, they are introduced to the boarding staff who provide him or her with a comprehensive introduction to the boarding house routine. This procedure is explained in the Boarding Handbook, a copy of which is provided to each boarder (and is available on the school website).
2. The Boarding office will provide the student with their uniform. 3. The may arrange for an English and/or Mathematics assessment test for students
(Usually for international students only).
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4. The (and the Careers Counsellor if the student is in Year 11) advises each student on the subject choices available and helps the student select subjects which will optimize his or her chances of educational and career success (within the subject choices being offered).
5. The student is provided with an academic timetable by the Year Level Coordinator who arranges an orientation.
6. The student is allocated to a Home Room group by the Year Level Coordinator. 7. The student is introduced to other students in the same grade level. These students then
accompany the new student until he or she is familiar with school procedures. 8. The student is issued with stationery, books and a locker via the Year Level Coordinator.
Overnight stays/special occasions: It is possible for students to stay overnight in the boarding house should an emergency arise. If a day student needs to stay within the boarding house, their parent/guardian must contact the Principal and Boarding Manager. This service will be charged at $85.00 a night and is dependent upon the availability of a bed.
Newsletter: The School newsletter provides important information about activities occurring at TKIS and is published regularly throughout the school year on the school website. Publication dates are advertised on the School Events Calendar. Articles of interest are most welcome and will be reviewed by the Principal.
Parents Visiting the School: Being a small School, we pride ourselves on being very approachable and responsive to the needs of both our students and parents. As a result, staff members are happy to meet and talk with parents, but in order to maximise the benefit of these meetings it is advisable to make an appointment. Formal Parent/Teacher interviews are held once each semester. All visitors to the School are required to sign in at Student Services and to wear a Visitor Pass. Personal Property: Student property should be clearly marked with each student’s name. Valuable items should not be brought to school. Photocopier: No staff member is to photocopy for students. Each member of staff will be able to use their computer access to use photocopiers. Students wishing to photocopy will use their school login and password. Private Music Lessons: Private music lessons can be arranged through the Head of Learning, Arts. Promotion Policy: Promotion from one year level to the next is not automatic. It is conditional upon satisfactory academic progress and maintenance of an acceptable standard of behaviour. Recreation Facilities: The School is fortunate to have excellent sporting facilities on campus or available nearby. These include a gymnasium, heated indoor swimming pool, tennis courts, a basketball court, soccer fields and golf course. The Kilmore Golf Club and Kilmore Leisure Centre issue memberships to all TKIS students. Leisure Centre Pass: All TKIS students receive a membership to the Kilmore Leisure Centre. For physical education, sport and activities, all students must wear the School sports uniform, shorts, polo shirt, socks and tracksuit and use a towel on equipment. A Par-Q form must be completed to be eligible for the pass.
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Sun Smart Policy:
• Staff and students are responsible for taking individual precautions for their own sun safety.
• All students must have a school cap to attend sport, camp or participate in any outdoor activities.
• It is highly recommended that students do not play/sit in the sun without taking necessary precautions on very high UVF days.
• Students and staff are responsible for bringing and applying their own sunscreen prior to sports, on camps and during outside activities.
• It is School Policy that all Primary School Students (Years 3 to 6) must wear the School hat whilst outdoors in Term 1 and Term 4.
• It is School Policy that all Staff wear a hat when outdoors for extended periods. Text Books: At the commencement of each year text books and stationery are issued by the School to the student. Uniform Supply: The uniform can be purchased at the School. Enquiries should be directed to Reception, Student Services and the Boarding office.
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Uniform Code The Uniform Code will be strictly enforced and any infringement will result in appropriate
consequences via the Student Management Form process.
GIRLS Summer (Terms 1&4 weather permitting)
Summer dress or navy blue school regulation shorts
White socks without brands or symbols above the ankle
Red School jumper (Years 7-11) black School jumper (Year 12)
Black lace-up polished leather shoes (not suede, canvas or black runner)
School blazer (Years 7-12)
Winter (Terms 2&3 weather permitting)
Winter skirt or slacks, white shirt, School tie
Red School jumper (Years 7-11), black School jumper (Year 12)
Black lace-up polished leather School shoes (not suede, canvas or a black runner)
Navy tights/navy socks without brands or symbols above the ankle
School scarf is the only acceptable scarf
School blazer (Years 7-12)
Sports
TKIS sports shorts, polo shirt (House polo is to be worn for House Competition events only)
Rugby top and tracksuit
Visible white socks
Mouthguard (recommended)
Running shoes (not street or skate shoes)
School bucket hat
Jewellery One plain stud/ring per earlobe and wrist watch. No other piercings allowed. No other jewellery permitted. Nail Polish None permitted. Makeup or lip colour None permitted. Hemlines Hemlines must at all times be worn at mid knee level or below Tattoos None permitted BOYS Summer and Winter
Short/long sleeved white shirt and tie
Navy regulation School trousers or shorts (black leather belt)
Navy socks above the ankle (regulation long navy socks must be worn with shorts and without brands or symbols)
Black lace-up polished leather shoes (not suede, pointed, canvas or black runner)
Red School jumper (Years 7-11), black school jumper (Year 12)
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School scarf is the only acceptable scarf
School blazer (Years 7-12) Sports
TKIS sports shorts, polo shirt (House polo is to be worn for House Competition events only)
Rugby top and tracksuit
Visible white socks
Mouthguard (recommended)
Running shoes (not street or skate shoes)
School bucket hat
Jewellery None permitted. No piercings allowed. Nail Polish and Makeup None permitted. Tattoos None permitted
Hairstyle
Hair must be neat, of an acceptable length. • No artificial colouring, gel, or other hair products that alters the natural look. • Hair must not cover the eyes or face. • Boys hair must not be below the collar, or ears. It is acceptable to tie hair back neatly. • Hair must not be of extreme contrasting lengths, nor must any part or all of the head be
shaved. • No facial hair is permitted unless approval has been given for cultural reasons. • Hair accessories such as clips/ties/headbands must be red or navy blue only.
Students with inappropriate hair will be expected to rectify this within two days. Any infringement will result in appropriate consequences via the Student Management Form process.
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Mobile Phone and Non-Academic Device Use Policy
Rationale
At TKIS we apply a range of policies to enhance and promote our students’ overall social and psychological wellbeing based on the evidence based approach of Positive Psychology. As such, policies and procedures across the school have been designed to ensure that when our students adhere to the School’s policies, they also contribute to their own wellbeing which allows them to flourish as learners and individuals. The TKIS Essential Agreement requires students to be active learners, to build community, to demonstrate pride in TKIS identity, and to make healthy choices for their minds and bodies. To align with this agreement, students are required to leave all non-study related electronic devices at home or in their lockers throughout the school day. They are however encouraged to bring their own laptops to support their learning. By asking students to focus on their learning without the use of mobile phones and non-academic devices, we are limiting the distractions and negative effects of social media which impede both social and academic growth. Definition:
This policy applies between 8:35am-3:30pm in and outside the classroom (including during recess and lunchtimes). It relates specifically to mobile phones, other non-study related electronic devices (eg. IPads, Ipods and gaming devices) and the non-academic use of laptops. That is electronic devices not being used for study and/or learning purposes.
Purpose:
The use of mobile phones during school and tutorial time inhibits students from fulfilling and engaging positively with the Essential Agreement of the school. Using mobile phones can distract students from adhering to the positive aspects of the agreement which guides students to do the following:
• Ask questions, share ideas, contribute to classroom conversations • Respect and consider other’s point of view • Seek opportunities to reflect and critically understand key concepts • Make eye contact, smile and engage positively with other students • Always encouraging others and offering support • Use supportive and respectful language • Respect differences by discussing problems when they arise • Represent oneself respectfully online including being courteous and modest in one’s
statements and appearance (for example when posting on social media) • Actively participate in the TKIS tutorial curriculum to deepen knowledge.
By following these guidelines in terms of the use of mobile phones and electronic devices, we believe students will enhance their overall wellbeing as well as contributing to their overall success as TKIS students.
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To encourage the appropriate use of mobile phones and electronic devices outside of school hours. To reduce the risk of cyber-bullying, harassment and discrimination and any inappropriate use that may harm the reputation, emotional and physical wellbeing of the students. To ensure that valuable devices are not lost, stolen or damaged at school. TKIS will not be liable for any mobile phones or personal property lost or damaged at school.
TKIS POLICY APPLICATION Implementation:
This policy will take effect in the year 2019.
1. Students are discouraged from bringing any mobile phones to school at all and are not allowed to have them on their person between 8:35 and 3:30pm.
2. If parents/students deem it necessary for students to bring mobile phones to school due to transport situations, Mobile phones are to be kept locked in the lockers for the duration of the school day (8:35am to 3:30pm). Students should not have mobile phones on their person, including recess and lunch. TKIS provides lockable lockers to all students.
3. If the above is not a viable action, due to unforeseen circumstances, then the student is advised to leave their mobile phone with Student Services, who will lock it away for the day. This will only occur on an occasional basis and is discouraged as TKIS and its staff will not be liable for any loss, damage or theft of the item.
4. Students may be in possession of their phones after 3:30pm but they are not to be used or visible during Supervised Study and/or Tutorials.
**Parents/Guardians wishing to leave messages for their children should do so by telephoning TKIS on 03 57822211. Staff will pass messages on. Student Services will assist students who need to contact family or other persons during the school day. TKIS will not be liable for any electronic devices lost, stolen or damaged while on its premises.
5. The use of study/learning related electronic devices (laptops) should only occur within the classroom/private study/library areas and tutorials with permission of and under the direction of the teacher. Study related electronic devices should not be used outside in the school yard.
6. The use of phones should not occur during official school functions eg. The Welcome and Prize giving Ceremony
7. In the case of camps, excursions and outside of school activities, the Senior Leadership and Wellbeing Team will assess the need for the use of electronic devices including phones and students will only do so under the supervision of staff. eg. IB Geography Field Trip collecting data.
In the case of breaches of the above TKIS rules, the following will be implemented:
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First Offence
Supervising TKIS staff will confiscate the phone and pass it on to Student Services, the student
may collect the phone at 3:30pm. The incident will be recorded in SEQTA (pastoral note, sub
category, phone use) by the supervising staff member involved. This ensures offences are
recorded.
Second Offence
Supervising TKIS staff will confiscate the phone and pass it on to Student Services the student
may collect the phone at 3:30pm. The incident will be recorded in SEQTA (pastoral note, sub
category, phone use) by the supervising staff member involved. A Student Management Form
will be issued as a way of informing parents and a Conduct Notice will be issued.
Third Offence
Supervising TKIS staff will confiscate the phone and pass it on to Student Services the student
may collect the phone at 3:30pm. The incident will be recorded in SEQTA (pastoral note, sub
category, phone use) by the supervising staff member involved. A Student Management Form
will be issued as a way of informing parents and a Friday Night Detention will be issued.
Further Offences
Supervising TKIS staff will confiscate the phone and pass it on to Student Services the student
may collect the phone at 3:30pm. The incident will be recorded in SEQTA (pastoral note, sub
category, phone use) by the supervising staff member involved. A Student Management Form
will be issued as a way of informing parents. Consequences of further offences will be decided
upon the and may include demerit points and or suspension from school.
At all times
Appropriate action will be taken against any student who captures, stores or transmits photographs or videos of individuals without their consent or who sends inappropriate, harassing or threatening messages. The Kilmore International School is committed to the protection and wellbeing of all students whilst participating in school activities both during and outside school hours. Staff have responsibility for building and maintaining a Child Safe environment. This responsibility extends to the identification and timely response to all concerned with regard the safety of any student of our School.
Expectations
That staff, students and parents will implement and be bound by the policy as part of being members of the TKIS community and upholding The Kilmore International School’s Essential Agreement and values as stated within the Student and Community Handbook.
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TKIS Bus Travel Policy
TKIS, like most schools, transports students on buses from time to time. These buses are both school- owned or chartered. The School will instruct drivers on their responsibilities and students are expected to follow a code of behaviour.
The Student
Students must respect the bus rules and regulations and take responsibility for their actions. Students will:
1. Respect the authority of the bus driver 2. Wear a seatbelt at all times 3. Conduct themselves in a socially acceptable manner. Foul or obscene language, shouting,
whistling, harassing, fighting etc will not be tolerated 4. Remain seated, talk quietly, and not eat on the bus 5. Never place head or arms out of bus windows 6. Not throw anything inside the bus or out of the windows 7. Wait until the bus comes to a complete stop before leaving their seats and descend in
single file. 8. Promptly obey the bus driver’s instructions in any emergency 9. Follow the rules concerning the carrying of sports equipment, music instruments etc on
the bus.
The Bus Driver
The bus driver is the key person in the school bus system and as such is to be supported by all students, parents, teachers and school authorities.
The bus driver is responsible for the safety and security of all passengers. During the bus journey the driver is in charge. The bus driver will:
1. Never drive a school bus while under the influence of alcohol or illegal drugs 2. Respect all laws regulating the driving of a school bus as stipulated by the Victorian Traffic
Laws 3. Never leave the school bus unattended while students are on board. This also includes all
times when students are boarding the bus 4. Use a cellular phone only in emergency situations after having pulled over and come to a
complete stop 5. Ensure the safety of all passengers 6. Not refuse, on his or her own authority, to transport students identified by TKIS.
However, where the safety of passengers is threatened by the conduct of a student, the driver may refuse to transport that student, in which case the bus driver must ensure the student in question is returned to TKIS by alternative means. A discipline report shall be forwarded to the School Administration, who will take appropriate measures.
7. Never put the school bus in motion unless all students are seated with seats belted 8. Refrain from smoking on or around the bus
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9. Complete a daily inspection of the bus prior to transporting students 10. Abstain from making discriminatory remarks and from using profane or obscene language 11. Meet all provisions and other legislation regarding proper licensing, medical fitness, and
handling of buses, loading and emergency operations.
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Our community of professionals helps us deliver our vision
TKIS School Leadership Senior Leadership Team (SLT) Principal......................................................................................................................... Andrew TAYLOR Acting Deputy Principal .................................................................................................. Jo TREANOR Director of Teaching and Learning...................................................................................... Judy RUTTER Director of Student Wellbeing...................................................................................... Philippa KIRWAN Dean of International Students................................................................................ Imelda LAPTHORNE Business Manager....................................................................................................... Steven SCROGGIE Boarding Manager ……………………………………………………………………………………………………. Gayle MORGAN Academic Leadership Team (ALT) Director of Teaching and Learning...................................................................................... Judy RUTTER IB DP Coordinator: ………………………………………………………………………………………………………..Deanna KRILIS Head of Learning: Language A…………………………………………………………………………………………..Sarah MILLS Head of Learning: Language B.......................................................................................... Richard SMITH Head of Learning: Individuals & Societies........................................................................ Jim EDMONDS Head of Learning: Science............................................................................................ Cheryl MOULDER Head of Learning: Mathematics.......................................................................................... Paul SZCZUR Head of Department: Physical Education and Health……………………………………………….. David WITTMER Subject Coordinator: Theory of Knowledge................................................................. Shelley FRAWLEY Head of Learning: Arts..............................................................................................Catherine STRINGER Head of Art.................................................................................................... .................. . Lynda ALLEN Careers Coordinator............................................................................................ Elizabeth McCORMICK Wellbeing Leadership Team Director of Student Wellbeing...................................................................................... Philippa KIRWAN Boarding Manager.......................................................................................................... Gayle MORGAN Primary School Coordinator …………................................................................................. Julie DANIELLS Wellbeing Leader: Primary……………………………………………………………………………………. Sandi McNAMARA Wellbeing Leader: Middle School (Yr 7) ………………………………………………………..………….. Claire LE LIEVRE Wellbeing Leader: Middle School (Yr 8)............................................................................ Erin LONGUET Wellbeing Leader: Year 9……………………………………………………………………………………………..Lynne CHRISTIE Wellbeing Leader: Year 10…………………………......................................................................... Kenny ONG Wellbeing Leader: Year 11........................................................................................... Daniel SCHEMBRI Wellbeing Leader: Year 12......................................................................................... Andrew PHAROAH Student Counsellor ........................................................................................................... Lavender KA Student Counsellor ........................................................................................................... Gon DIRICAN Head of Department: Wellbeing Curriculum......................................................................... Kenny ONG Youth Engagement Officer ……..………………………………………………………………………….. Franco SWANEPOEL Child Safety Officer………………………………………………………………. Philippa KIRWAN and Shontel ASHURST Other Positions of Responsibility IB CAS Coordinator/Daily Organiser…………………………………………………………………………………. Daniel KOO Timetable and Data Manager……………………………………………………………………………………. Rupert LINEAGE Publications Coordinator……………………………………………………………………………………………. Angela GOWER Debating Coordinator………………………………………………………………………………………….....…. Angela GOWER Duke of Edinburgh Coordinator........................................................................................Sarah DALTON
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Kilmore Leisure Centre Membership All TKIS students are entitled to a Lifestyle Membership whilst they are enrolled at our school. The Lifestyle Membership includes unlimited use of the following at the Kilmore Leisure Centre (KLC):
• Fully equipped gymnasium, group fitness classes including Yoga, Pilates, Aqua Aerobics (all subject to age restrictions imposed by KLC)
• Recreational swimming in the 25m Indoor Heated Pool • Fitness Assessments conducted by one of our Qualified Fitness Instructors • Fitness Programs designed to help you achieve your Health and Fitness Goals • Locker Hire • Free access to all Group Fitness Classes at Kilmore Leisure Services
To obtain membership please complete a Par-Q-Form, for each TKIS student, and return form to Reception for processing. The Par-Q-Forms will be sent to KLC by TKIS. The student will need to attend the KLC with their TKIS student ID card to be issued with a KLC membership card. Membership will need to be renewed annually.
Kilmore Golf Club Membership All TKIS students are entitled to Student Membership whilst they are enrolled at our school. Student Membership includes:
• Access to all facilities of the Club (7 days) including dining
• Participation in Club Competitions and obtain an official Handicap
• Ability to play golf at other Reciprocal Courses at no charge or reduced fees. For a list of Reciprocal Courses please check www.kilmoregolfclub.com.au
Please call the club 48 hours prior to playing to check course availability. Students are required to show their TKIS Student ID card for playing rights at the Kilmore Golf Club. Golfing equipment is available for hire from their Pro Shop.
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LIBRARY INFORMATION FOR STUDENTS The Library’s collection includes resources in English, Chinese, Korean, Japanese, Indonesian, Thai and Vietnamese. Opening hours:
Monday to Thursday: 8:45am to 6:00pm Friday: 8:45am to 5:00pm Loan privileges
• Year 11 and 12 students may have up to 25 items on loan at the one time, including textbooks.
• Year 7 to 10 students may have up to 20 items on loan at the one time, including textbooks.
• Year 3 to 6 students may have up to 15 items on loan at the one time, including textbooks.
Loan periods
• Textbooks are usually issued for the term or the year. Most IB textbooks are issued for 2 years.
• Items from the general library collection are issued for 2 weeks. • DVDs and periodicals are issued for 3 days. • Reference books are not available for loan, but may be consulted in the library. • Some fiction can only be borrowed as part of a class set.
Restricted loans
• High demand items, such as critiques of literature and resources for the IB Diploma, are ‘Restricted’. This means that they may only be borrowed for short periods and must be returned by the due date. Most Restricted books are only available to Year 11 and 12 students.
• Penalties apply to students who fail to return ‘Restricted’ titles by the due date. • Limits are placed on the number of Restricted titles that can be borrowed at one time:
- Year 12 students may borrow 5 Restricted books at one time - Year 11 students may borrow 4 Restricted books at one time
Reservations and loan renewals
• You may reserve a book that is currently on loan. When the book is returned you will be notified.
• Loan items may be renewed 3 times unless reserved by another borrower.
Library computers
• OPAC (Online Public Access Catalogue) • The library’s OPAC is accessed via the intranet page. Type in keyword/s (author, title or
subject) to produce a list of items held. The record will tell you where the item is located and whether the item is available or on loan.
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Network Access - Internet and Student Share
• Students may access the internet in the library for educational purposes. Some educational internet sites are also catalogued and provide hypertext links from the library catalogue to the site.
• Students may use computers to type class assignments and other school-related work and to access material on student share.
• Library has 12 desktop and 12 laptop computers.
Photocopier/printer/scanner
• Colour and black/white photocopying facilities are available in the library. The library photocopier is also available for printing from student share or internet. Documents can be emailed from the photocopier, which can also be used as a scanner. To use the photocopier/printer/scanner please use your personal student log-in and password.
Need help or research assistance?
• Library staff are happy to help. For research assistance with assignments or essays please see the Librarian.
• Library can also assist with Harvard Referencing Format.
LIBRARY EXPECTATIONS
• Please be considerate of other users. Work quietly and tidy your work area before you leave.
• Return books you have borrowed via the return book chute at the circulation desk. • Please do not return books to the shelves while in the library. Library staff will re-
shelve all material. • Books and other items may not be removed from the library until they are issued
through the circulation • (loans) system. Unauthorised removal of library material is stealing and will be dealt
with accordingly. • Students are expected to use Library computers, furniture and equipment
appropriately. • Library computers should not be used for playing games. • Please take good care of all library books, including textbooks. Do not write in books,
use highlighter pens or otherwise deface them. Do not leave them unattended in classrooms and lock your locker. You will be charged a replacement fee for any books that you lose or damage.
• Bags must be left outside, even when attending a class in the library. Please bring with you only what you need to use, plus any valuables.
• Computers and computer bags may be brought into the library, but computer bags may be checked before you leave.
• Please do not eat or drink in the library, or in the foyer area. • Do not lend books that you have borrowed from the library to other students. • Students are not allowed in the library staff area without permission.
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The Library is a great resource for the whole school!
Please help us take good care of the Library so we can all enjoy it.
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SCHOOL MAP
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At TKIS
WE INSPIRE our community of students, families and staff to thrive.
WE STRIVE to develop inquiring, knowledgeable and caring young people who strive to achieve their best and contribute actively in community.
WE NURTURE our students’ individual interests, talents and abilities within a caring and
motivating environment.
WE ACHIEVE our goals by providing an outstanding educational experience within a focused learning environment under the guidance of highly motivated and highly skilled staff who
embody the IB learner profile.
WE CONNECT across cultures to reach one another; to find the universal within differences.
WE CELEBRATE our students’ intellectual, physical and emotional growth.