Enrolment Handbook - Kenmore State High School - Education ...

Kenmore
State High School
Enrolment Handbook
2013

TABLE OF CONTENTS
WELCOME............................................................................................................................................................ 2
SCHOOL PROFILE ............................................................................................................................................................ 3
STUDENT ENROLMENT .................................................................................................................................................. 7
PRIVACY STATEMENT ...................................................................................................................................................................... 8
P & C ASSOCIATION ........................................................................................................................................................................ 10
PARENT INVOLVEMENT ................................................................................................................................................................ 11
LESSON TIMES AND TIMETABLES............................................................................................................................................ 13
CURRICULUM .................................................................................................................................................... 14
MUSIC EXTENSION ........................................................................................................................................................ 18
ZENITH…………………………………………………………………………………………………………………….19
INFORMATION COMMUNICATION EDUCATION (ICE) ......................................................................................................... 20
GERMAN IMMERSION PROGRAM (GIP) ................................................................................................................................... 21
GREATER BRISBANE STATE SCHOOL SPORT (GBS)........................................................................................................ 22
THE LIBRARY @ KENMORE STATE HIGH SCHOOL ............................................................................................................23
THE ROLE OF THE GUIDANCE OFFICER ................................................................................................................................ 24
TEXTBOOK AND RESOURCES ACCESS SCHEME ..............................................................................................................25
BOOK ROOM HOURS .................................................................................................................................................... 26
UNIFORM SHOP HOURS & BOOKING INFORMATION......................................................................................................... 27
SCHOOL DRESS CODE ................................................................................................................................................. 28
COMPUTER & INTERNET USAGE ............................................................................................................................................... 31
PUTTING THINGS RIGHT ................................................................................................................................................................ 34
RESPONSIBLE BEHAVIOUR PLAN ............................................................................................................................................. 36
HOMEWORK .................................................................................................................................................................... 47
SCHOOL PROCESSES .................................................................................................................................................. 48
TRANSPORT .................................................................................................................................................................... 49
SCHOOL MAP .................................................................................................................................................................. 50
NOTES ............................................................................................................................................................................... 51
Enrolment Handbook 2013 Page 1

Welcome
Welcome to Kenmore State High School.
Thank you for your interest in our excellent school.
We look forward to having you as part of our learning
community.
Kenmore High enjoys an excellent r eputation and
has outstanding achievements across the
academic, cultural, citizenship and sporting areas. We
have outstanding staff who have contributed much
to the lives of our students over the years.
Inspirational teaching and quality learning are
cornerstones of our school.
Our school is founded on strong values. We believe that every student has the ability to learn
and expect each person to strive for personal bests. We provide a learning environment that
provides multiple opportunities for every student to experience success and to build on this
success. This is vital in a moving and changing world. We want our students to experience
learning that is futuristic, enterprising and transferable to the range of situations that will emerge
in their lifetimes. We want our students to have a range of options for a quality life because
they have maximised every opportunity that this school has offered.
At the same time, we place great value on developing personal qualities. Our values of integrity
and belonging incorporate respect, dignity, trustworthiness, responsibility, equity and fairness.
Our job is to provide a safe place that nurtures these qualities so our students graduate as
decent citizens with a deep social conscience and a very real commitment to humanity.
The partnerships we forge among students, staff, parents and the wider community enable us to
build a strong sense of community where young people can exercise their emerging influence
with the surety of support.
Our aim is that schooling at Kenmore High is a happy and inspiring experience, a time and
place where every young person develops a sense of spirit and belonging. Our vision is for our
young people to be influential locally and prepared to transform the world. We want our school
to make a difference for each and every student, now and in the future. Our motto is Education
for Life.
We are delighted to be able to share our school with you today. I am sure you will be very
pleased when you join the Kenmore High family.
John Fitzgerald
Executive Principal
Enrolment Handbook 2013 Page 2

School Profile
School Philosophy
We, the students, staff, parents and community of Kenmore High have committed to a statement of
philosophy and objectives as the cornerstone for our school.
Kenmore High Vision
Schooling at Kenmore High will be a happy and inspiring experience, a time and place where every
young person develops a real sense of spirit and belonging. Our vision is for our young people to be
influential locally and prepared to transform the world. We want our school to make a difference for each
and every student, now and in the future. Our motto is Education for Life.
We will achieve our vision because:
o we have a strong foundation of values by which we live
o we provide a world-class education
o we focus on quality outcomes for students
Foundation of Values
Our values are:
Excellence We are committed to personal excellence
Learning Everything we do is focussed on discovering, growing and improving.
Integrity We act with respect, dignity and fairness, demonstrating trustworthiness and
responsibility.
Belonging Each person has the opportunity and support to succeed as a member of a
just and equitable community.
Partnerships We create a network of local, regional and international support to build a
strong sense of community.
We are committed to personal excellence and expect each person to strive for their best. We believe
in setting high standards and providing quality support to help people reach those standards and
experience success. The school provides an extensive range of high quality opportunities and
experiences so our students maximise creative options for their futures.
Kenmore High School is all about learning. We believe that all people can learn. Each individual has
special qualities, interests and character to be developed. We provide learning experiences in all
aspects of life. Young people at Kenmore High will experience learning that is future-focused,
enterprising and transferable to the range of situations they will encounter. We believe that young
people learn best when they have structure as well as space and time to foster creativity - time to think
and grow. We think that learning should be inspirational, challenging and fun.
We insist on personal integrity. Each person at Kenmore High is expected to act with respect and
dignity, and demonstrate trustworthiness and responsibility. We expect staff, parents, students and
supporters to act with a high-level of personal integrity, modelling the best standards in personal
behaviour.
Every person at Kenmore High has the right to a strong sense of belonging. This occurs when each
person has the opportunity to express themselves and to learn to appreciate others whilst treating others
fairly and being treated fairly. It also occurs when each person knows our school provides a safe
environment so they can create their own identity within a community that values diversity and promotes
equity.
We believe partnerships create a local, regional and international support network. Partnerships are
vital to building a strong sense of community where young people can exercise their emerging influence
with the surety of support. The people involved in these partnerships bring a richness to the school
experience. Partners are welcomed as important members of our learning community.
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World Class Education
The school delivers world-class outcomes through:
Teaching Excellence in classroom teaching
A strong focus on a professional learning community
Programs A strong focus on language and culture, innovative experiences
for students in the arts and opportunities to explore emerging
sciences and technology.
A wide range of enhancement opportunities in competitions,
cultural experiences, performances and overseas exchanges.
Sports programs at the local, state, national and international
levels
A strong focus on sustainable futures and the environment
Quality career education and counselling support
Resources Access to well-resourced, technologically developed library
Access for all students to industry standard technology
embedded across the curriculum
Access to community and cluster resources
Community Relevant life skills and values education with opportunities for
leadership and participation
A disciplined environment
Learning support and articulated programs for students with a
variety of special needs
International awareness and preparedness
A sense of spirit and pride that manifests itself in practical, dayto-day
behaviours
Student Outcomes
At Kenmore High School we want each student to achieve their potential:
Intellectually, as Passionate learners
Deep thinkers
Socially, as Team players
Caring participants
Personally, as Confident communicators
Ethical individuals
Politically, as Local leaders
Global citizens
Productively, as Enterprising workers
Disciplined achievers
Students from Kenmore High will emerge as self-confident and resilient individuals with inner resources
to excel in a changing world.
Description
Kenmore State High School was established in 1972. It is situated on approximately 10 hectares along
Moggill Creek, in the Western suburbs of Brisbane. The school draws students from over 60 suburbs.
While there is diversity in families, a significant proportion of parents are involved in professional or
managerial occupations. The community is generally well educated and values education.
From 2001 to 2012 there has been a growth in enrolment from 1120 to 1600. An enrolment management
plan will help the school meet the needs of the community and its current students.
The school has a strong focus on values. The statement of Philosophy and Objectives sets out a
number of challenges that push the school beyond existing practice and will set it apart. There is strong
There is a strong endeavour to place individual students and their outcomes at the centre of the
Enrolment Handbook 2013 Page 4

teaching/learning process and a desire to see this learning engage students in practical community
leadership. Diverse educational and personal outcomes are explicitly identified.
The community is very supportive of the school, its values, mission and goals. Parent support groups
are very active and the school enjoys a positive and productive relationship with the community it serves.
The school offers a student centred, responsive curriculum reflecting the value of learning as a lifelong
process. It offers an extensive range of Queensland Studies Authority subjects and of Authority
Registered subjects in order to cater for students with a wide range of abilities, interests and aspirations.
The school is known for strong academic achievement. International achievement tests, school data and
academic competitions show world-class results. The data from catchment schools shows a continuing
pattern of strong academic results. Most students are university bound. Vocational Education and
Special Education are part of the comprehensive package the school offers but deal with relatively small
sections of the student population.
Students are focussed on learning. They are very well behaved. Students expect teachers to facilitate
their learning, to be knowledgeable and able to engage them in the learning process. Parents are
demanding of quality teaching. The staff at Kenmore are generally experienced and highly skilled. They
have multi-faceted roles as facilitators of learning, mentors, coaches, advisors and counsellors.
The school’s signature programs are German Immersion, Zenith, Music Extension, ICE laptop classes, a
general focus on the Arts, a significant sports program (including GBS sport and the elite athletes
support program KAAP) and strong Science achievement.
In 2012 all year 10, 11 and 12 students were issued a laptop, and this in addition to our laptop classes in
the middle school, places our computer numbers at well over 1000.
Parents want more than an academic focus to the education provided by the school. The school is well
known for a strong and diverse extra-curricula program. There is a wide range of programs on offer to
cater for the individual needs, abilities and aspirations of individual students. These programs include
cultural activities, personal development programs, exchange visits and community service.
The school has sister school agreements with schools in Germany, Japan and China. Exchange
programs with Germany and Japan are large and long-standing. Kenmore is one of two schools in
Australia in partnership with the German Government for the purpose of providing extension
opportunities for students studying German.
The school’s natural environment is being seen as increasingly important. Specific strategies to engage
students and the community in its maintenance and enhancement are seen as means of incorporating
significant environmental material in the school’s curriculum.
The school’s facilities have received a substantial upgrade with the addition of a Science building and an
Arts building (for state-of-the-art drama, dance, music, film & television, art and multi-media spaces), a
new canteen and a general refurbishment. In 2011 the new Hospitality Centre and Canteen opened,
along with the school grandstand. The ongoing development of a master plan paves the way for
significant upgrades to facilities beyond 2012.
The school has a number of strong partnerships with local businesses, community organisations and
other learning institutions. Students play an increasingly significant role in a range of community
activities which enable them to be influential and valued members of the local community and with a skill
set that is applicable to the global community.
Parent partnerships are integral to Kenmore High’s operations. In 2007, Kenmore State High School
received a National Award for Quality Schooling to recognise Kenmore’s significant work in fostering
partnerships with families. The P&C Association’s main function is to facilitate parent participation. The
main parent body is supplemented by large support groups for German Immersion, Music, Visual Arts
and Media, Friends of the Library, Rowing and Science. The School Council provides strategic advice
and direction with representatives of the parent, staff and student body.
The school was awarded the Council of International Schools’ Accreditation in early 2006 and
Enrolment Handbook 2013 Page 5

eviewed and awarded again in 2010. This prestigious award recognises the world class standards of
the school.
Kenmore State High School is a high quality school with a solid community reputation. It is well
positioned to build on strong values and the achievements of recent years as it strives to provide a
unique take on public education. Innovation is needed to help drive the Philosophy of the school as it
focuses on individuals, the whole school and community, building depth and capacity and providing high
quality curriculum, teaching and learning.
Enrolment Handbook 2013 Page 6

Student Enrolment
Every new student enrolment at Kenmore State High School involves parents making an application for
enrolment by completing the enrolment guide and attending an interview with their child and a member of
the school Administration. The enrolment form is contained in the enrolment guide and the entire
enrolment package is obtained on our Open Day or from the school office.
Enrolment Interview
The interview can be booked on Open Day or through the office during working hours. The interview will
be 20 minutes duration, is student focused and aimed at sharing information so that the school can
better cater for the needs of each individual student. Before you arrive for the interview you will need to:
have read the Middle School Curriculum Handbook and made decisions about what elective
(‘specialisation’) subjects your child wishes to study.
have decided if your child wishes to enrol in the mainstream program or any signature programs
bring the items listed in the enrolment flowchart in the Enrolment Guide book.
Orientation Day
Orientation day is on Friday 7th December 2012 commencing at 8.45am. This day is for
students enrolling in year 8, 2013. It is important that all students attend this day. Students will meet at
the Activities Centre and undertake a program of familiarisation with secondary school life. Students
visit classes, talk to current year 8 students and are introduced to the leaders of the Interyear Program
(TIP) that we use to help students move successfully into year 8. We invite parents to attend an
information session on that morning followed by morning tea.
First Day at School
On their first day at high school students are introduced to their form class, receive their timetables and
are taken on a tour of the school. They are introduced to the many student support services in the
school including their form teachers and year coordinator, the school administration, the guidance
officers, chaplain and school nurse. Time is taken to ensure that the needs of all students are addressed
and they have a successful and enjoyable introduction into Kenmore State High School. Students
assemble in the Activities Centre at 8.45am on Tuesday 29 th January 2013. All students, in all year levels,
will be starting school on this day.
Enrolment Handbook 2013 Page 7

Privacy Statement
The school is part of Education Queensland in the Department of Education and the Arts. It is subject to
Information Standard 42 – Information Privacy (IS42) which controls how it must collect, store, use and
disclose personal information.
Why does Education Queensland collect personal information at enrolment?
Education Queensland collects personal information on the attached enrolment form so it can:
meet its legal obligations under the Education (General Provisions) Act 1989;
meet its duty of care to all students and staff members; and
administer and plan for providing appropriate education and support services to students.
Also, the State of Queensland has agreed to collect information about students’ gender, indigenous
status, socio-economic background and language background and provide it to the Commonwealth.
Commonwealth law requires Education Queensland to collect and provide the information to the
Commonwealth Department of Education, Science and Training (DEST) in order for the Commonwealth
to provide funding for education to the State.
Do you have to provide all of the information requested on the enrolment form?
NO, you do NOT have to provide ALL of the information requested on the enrolment form. However,
Education Queensland requires certain information by law to ensure that those seeking enrolment are
eligible. Education Queensland also requires personal information to ensure that the school can meet its
legal ‘duty of care’ obligations and to provide appropriate education and support services to students. If
you choose not to provide the information requested on the enrolment form, the school may be unable to
enrol the person as a student, or properly care for the student or provide appropriate education and
support services to the student.
Do you have to provide the information requested by the Commonwealth?
NO, it is voluntary. You do NOT have to provide the information requested by the Commonwealth. The
State of Queensland is required by law to collect and pass on the information, that you choose to give, to
the Commonwealth BUT you decide whether to give that information to Education Queensland.
What will happen to the information collected by Education Queensland and provided to the
Commonwealth?
Queensland State schools normally collect information on students’ sex, indigenous status and language
background and use it to provide appropriate education and support services to students. The school will
continue to collect and hold this information. The two questions on the enrolment form about the
student’s socio-economic background are about you, the student’s parent/caregiver. Education
Queensland will not retain this information. The questions are:
What is the highest year of primary or secondary school the parents/caregivers have completed?
What is the level of the highest qualification the parents/caregivers have completed?
The information regarding gender, indigenous status, socio-economic background and language
background is given to:
the Queensland Studies Authority so that it can be linked with students’ numeracy and literacy
test results; and
the Commonwealth Department of Education, Science and Training.
Information provided to the Commonwealth government is aggregated and does not identify individuals.
Your socio-economic background information is entered into a database using only the student’s
numerical identifier. The name of the student and your name(s) are not part of the States’ reporting
requirements. The school will destroy the forms used to collect your socio-economic background
information and will have no future access to the data.
Enrolment Handbook 2013 Page 8

Are a student’s records transferred when the student moves from a Queensland State school to
another school within Queensland?
YES, a student’s records are transferred when the student moves from a Queensland State school to
another school within Queensland. Education Queensland is permitted by law to transfer information
about a student from a State school to another State school or from a State school to a non-State school
within Queensland. This helps the new school to understand the student’s needs and assists with
continuing appropriate educational support programs. It also provides an opportunity for parents/carers
to review and discuss the information being transferred to make sure that it is up to date, accurate and
complete.
In what other circumstances can the school or Education Queensland disclose personal
information?
Education Queensland can only use and/or disclose your personal information in accordance with IS42.
Further, under IS42, Education Queensland can disclose your personal information that is relevant to
other organisations if:
you consent;
you are likely to be aware that the disclosure is usual practice;
it is required or authorised by law;
it is necessary for law enforcement; or
it is believed to be necessary to prevent or lessen an imminent threat to a person’s health or life.
Listed below are Queensland government agencies to which Education Queensland regularly discloses
relevant personal information under IS42.
Queensland Transport;
Queensland Studies Authority;
Queensland Police Service;
Department of Employment and Training;
Department of Child Safety;
Department of Communities;
Disability Services Queensland.
Education Queensland is also regularly required by Commonwealth law to give personal information to
the following Commonwealth government agencies for data matching for the payment of welfare
benefits:
Centrelink; and
Australian Taxation Office.
How can you access the information about your child enrolled at a Queensland State school?
You may request access to personal information about you or your child held by Education Queensland
or a school by making a request in writing to the principal of the school. The principal will assess your
request in accordance with Education Queensland policy. You may also apply in writing to Education
Queensland for access under the Freedom of Information Act 1992.
What are your responsibilities as a parent/carer regarding personal information?
It is the responsibility of parents/carers to continue to provide to the school up-to–date and accurate
information when circumstances change so that the school can meet its obligations to the student. This
will include, for example, maintaining current contact information and advising the school of any relevant
changes to custody or care arrangements.
Further information
If you have any questions about information privacy practices of Education Queensland, please first
contact the school principal or consult the Department of Education, Training and the Arts website. See
Information Standard 42 for further information.
Enrolment Handbook 2013 Page 9

P & C Association
The P&C Association at Kenmore High School is a group of parents and staff working together to provide the best
possible educational, cultural and social experiences for our students. Research demonstrates that effective schools
have high levels of parental and community involvement. This involvement is strongly related to improved student
learning, attendance and behaviour.
Membership
The P&C Association operates under a constitution with office bearers elected at the Annual General Meeting in March
each year. Meetings are held on the 3 rd Tuesday of each month at 7.00 PM in the Staff Centre. All parents and
interested community members are encouraged to become members of the Kenmore State High School P&C
Association. Even if you are unable to attend regular P&C meetings, P&C membership is a way of keeping informed
about what is happening at the school. All members receive P&C meeting minutes, reports and other information by email
regardless of whether they attend meetings. The 2012 P&C Association has more than 200 members.
Fundraising
Fundraising is an important function of the P&C. The P&C supports the school with funds for significant projects such as
the air conditioning program. The main mechanism for fundraising is through the tax deductible P&C Voluntary
Fundraising Contribution. Details about this scheme are distributed to school families at the start of each year.
Tuckshop and Uniform Shop
Our volunteer parents are a wonderful group who work with our Tuckshop convenors daily, enabling the P&C to operate
a busy canteen that serves breakfast, morning tea and lunch five days per week. We invite parents to volunteer their
time to work at the Tuckshop to assist the staff with preparation and serving. We welcome volunteers who are able to
help in any capacity. The P&C also operates the school Uniform Shop which is located adjacent to the Tuckshop in P
block.
Parent Support Groups
Belonging to a parent support group is a popular choice for many parents. These groups provide an opportunity to
support a particular area that your student is involved with or which interests you. The support provided by these groups
contributes to the great success of many school programs by organising activities and fundraising. Each parent support
group operates as a sub-committee of the P&C Association.
Some of the school’s parent support groups are active throughout the whole school year, while others are only active
for a short period leading up to a particular event. Some groups are only active in years while they are working on a
particular project. As the Parent Support Groups are driven by parents we encourage any parent who has an interest in
being involved to please discuss this with the P&C Association. Parents may become involved in one or more of the
Parent Support Groups including:
The German Immersion and Extension Support Group support the activities of the German Immersion program.
Activities such as exchange visits to schools in Germany are conducted as part of the student’s learning experiences.
These trips and many other activities require a great deal of parent support to organise and fundraise.
The Music Support Group supports the activities of the Music program at Kenmore High School. Kenmore has a
number of bands, orchestras and musical groups, which are recognised for their high achievements. Parents have
shared in this success through their support both financial and logistical for the performances and activities of the
musical groups.
The Environment Sub-Committee works hard every month with working bees to improve the environment surrounding
the school buildings. Projects have seen shaded areas and seats built and landscape improved. The working bees are
usually held on the Sunday morning following each P&C meeting.
Visual Arts Media Parent Support Group aims to support students studying Visual Arts and Media by raising
awareness and providing facilities and resources for students. Fundraising activities assist in providing enhanced
opportunities and learning experiences.
Life Science & Design Parent Support Group supports activities such as the Fashion Parade and the HPV (Human
Powered Vehicle) Challenge.
The Science Parent Support Group provides expertise and energy to assist an excellent science program and to
provide additional opportunities for students.
The Rowing Parent Support Group supports our rowing program.
The English Parent Support Group compiled an anthology of student work and published this material in 2010.
In 2013, we hope to establish a Maths Parent Support Group.
Contacting the P&C Association
The P&C Association regularly communicates with members via e-mail. All parents and community members can
obtain information about the P&C and its activities through the P&C News section of the school newsletter and the P&C
pages on the school web site. The P&C also employs a part-time Community Liaison Officer who works from an office
at the school. The P&C Community Liaison Officer supports the P&C Executive and provides a point of contact for
parents wishing to communicate with the P&C Association.
Enrolment Handbook 2013 Page 10

Parent Involvement
Introduction
Effective partnerships between parents or caregivers, students and our school are important to
educational success. These partnerships are so important to us that they feature in the core values of
the school.
There are many ways that we work together in the best interests of your child. The list that follows may
assist you in finding the most productive ways for you and your family.
Parents & Citizens’ Association
The Parents & Citizens’ Association actively promotes the welfare of students and the development of
education within the school. There is also a combined P&C group from our feeder primary schools who
meet to discuss the transition of Year 7 into high school in 2015. All parents are encouraged to come
along and become active members.
School Council
The School Council meets four times a year to monitor and advise on strategic issues. It consists of
teacher, student and parent representatives. There are four parent representatives on the School
Council. These representatives can be contacted with regard to strategic issues.
School Shops
The school operates a tuckshop, a uniform shop and a textbook shop as a service to parents and
students. Volunteers make this service affordable for our school community. All offers of assistance are
gratefully received.
Teaching & Learning Support
Parents interested in volunteering to support students who have difficulty with reading, writing and other
basic skills are encouraged to call the Head of Special Education Services.
Communication
Good communication is necessary between school and home to ensure the best educational outcome
for students. If you would like assistance or have any concerns you would like to address, please
contact the appropriate year level Deputy Principal, Head of Department or Year Level Coordinator. We
provide information in the following ways:
Email Newsletter
This one page, fortnightly bulletin goes directly to interested parents and is available for collection from the
school office for those without email access. This form of communication allows us to provide reminders
of upcoming events, keep parents posted of key areas of development and issue any urgent messages. To
receive this newsletter simply provide your email address.
School Matters
These 12 page newsletters are distributed five times a year and contain information on student
achievements, school news and plans. It is a very well regarded publication and forms a key record of
school events as well as a vital communication link.
School Website
The school website contains a significant amount of information about the school. It will be
expanded and updated regularly throughout the year. The address is: www.kenmoreshs.eq.edu.au.
School Community Noticeboard
The noticeboard is located in the Kenmore Village Shopping Centre. It has a photographic display of major
events and school achievements.
Student Reports
These are issued four times a year, just after the vacations at Easter, July, September and then at the
end of the year.
Enrolment Handbook 2013 Page 11

Parent-Teacher Interviews
Two evenings are set aside in early terms 2 and 3 for parents to meet with teachers to discuss the
progress of students. These evenings run from 2.30-7pm. Parents are able to book 10 minute
interviews during this time. Details of how to make online bookings are provided with report cards.
In addition, parents are welcome to contact the office for appointments with teachers throughout the year.
Parents may also contact the Year Level Coordinator for confidential reports on their student.
Student diaries
Each student will be issued with a diary. This contains the most critical information about the school. Some
parents use this as a means of communicating directly with teachers. Year 8/9 students in the ICE
program will use an e-diary from 2013, as will all students in years 10-12.
Parent Morning Teas & Breakfasts
Morning teas or breakfasts are run in year level groups and are a good opportunity to meet form and class
teachers as well as our support staff and other parents.
SMS messaging
SMS messages are used to notify parents when a student is absent from school and in some
emergency situations.
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Lesson Times and Timetables
Lesson Times
Monday - Friday
Lesson Start Finish
Form 8:55 9:05
1 9:05 10.15
Morning
Tea
10:15 1 0.45
2 10:45 11:55
3 11:55 1:05
Lunch 1:05 1:50
4 1:50 3:00
Students are expected to be in their classrooms until the bell rings and move promptly to the next class at
the time shown. Making the best use of lesson time is a priority for all students and teachers.
Timetables
Students are issued with a weekly timetable that shows them the subject, teacher and room for each
lesson. Students should carry the printed timetable with them each day along with their homework diary.
The timetable consists of 6 subjects, each with three 70 minute lessons. A form class is held each
morning for the purposes of roll marking, daily notices and welfare checking. The remaining timetable
slots are used for assembly, sport, life education and career development programs (Access and
Essentials).
Students are issued with a personalized study and assessment timetable each semester. These
planners are used to help students organize their time effectively.
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Curriculum
The Kenmore State High School Middle School Curriculum offers a rich, challenging and stimulating
programme designed to generate a passion for learning and instil the value of learning as a life long
process.
The attributes of a life long learner are:
A knowledgeable person with deep understanding
A deep thinker
A creative person
A confident communicator
An ethical individual
A reflective and self directed learner
An enterprising worker
A local leader
A global citizen
A resilient individual
At Kenmore High we believe:
· Every student can learn and succeed
· Success breeds success and
· Schools control the conditions of success
These are not simple objectives. Our aim is to challenge our students by offering them an array of
learning experiences, by setting high standards and by providing multiple opportunities for students to be
responsible and accountable for their learning. When we have our students thinking, articulating and
taking initiative we enact the words of Lois E Lebar, “The object of education is to prepare the young to
educate themselves throughout their lives... Education means developing the mind, not stuffing the
memory.”
The teaching at Kenmore High encourages students to produce, not to reproduce. The focus is on
student centred learning and includes guided discovery, problem solving, discussions, group work,
meaningful and relevant tasks and independent learning. Positive feedback and reinforcement are
features of the teaching employed at this school as is recognising and catering for the diverse needs,
abilities, interests and aspirations of the students.
Our Middle School Curriculum enables students to experience a smooth transition from primary to the
senior school and beyond in an environment which fosters a sense of belonging, security and happiness.
Our curriculum, while challenging, lays solid foundations in the skills students will need for the future as
well as the educational practices that have stood the test of time. This is supported with an extensive
extracurricular, recreational and camp program for students. This combination of supportive
environment, challenge and foundations allows our students to appreciate and value learning as a life
long process.
Our Middle Years Approach
Meaningful learning experiences during the ‘Middle Years’ of schooling provide the foundation for a
successful education. Our Middle Years’ curriculum has been designed to give students the continuity to:
· connect with their teachers, subjects, classmates, and lessons
· assist a smooth transition to High School
· help foster a sense of belonging whilst building effective partnerships
· engage in deep learning; to really explore their understanding, their thinking, and in developing new
skills
· differentiate and select their own speciality subjects
· engage in their relevant, fun and stimulating subjects, connecting learning to life
· explore new ideas and ways of thinking through challenging, dynamic learning opportunities
Enrolment Handbook 2013 Page 14

Students in our Middle Years will be supported and encouraged to:
· develop their life skills through the varied extra and co curricular programmes
· consider and plan their pathways to the future
· exceed their expectations, pass their own individual targets, and succeed.
Terms
Curriculum Structures
Definitions
Semester There are two semesters a year.
Subject Every subject is taught in a semester unit comprising of three 70
minute periods a week.
Foundation Subject A compulsory subject that is studied by all students.
Specialisation Subject
(Mainstream)
A subject that students elect to study. Students can select:
Two specialisations in Year 8
Two specialisationss in Year 9
Students cannot study and select the same specialisation
more than ONCE.
German Immersion This extension program is counted as a student’s specialisation in
Year 8 and as one of their specialisations in Year 9. Therefore in
addition students can select:
One specialisation in Year 8.
One specialisation in Year 9.
Music Extension This extension program is counted as a student’s specialisation in
Year 8 and one of their specialisations in Year 9. Therefore in
addition students can select:
One Spec*/Arts unit in year 8.
One specialisation in Year 9.
German Immersion and
Music Extension
These extension program combined are counted as all the
student’s specialisation choices.
Students do not select any specialisations.
ICE Two specialisations in Year 8
One specialisation in Year 9 semester 1
Semester 2 mandatory intergrated project as a
specialisation
Zenith This is an extension program for academically gifted
students and includes the Futures Problem Solving which
counts as one specialization in Year 8. In addition students
can also select:
One specialisation in Year 8
Two specialisations in Year 9
Students cannot study and select the same specialisation
more than ONCE.
Enrolment Handbook 2013 Page 15

The following combinations are possible:
Combined Specialisations
German Immersion and Music Extension
ICE and Music Extension
Zenith and Music Extension (numbers permitting)
Curriculum Overview
Year 8 Year 9
Semester 1 Semester 2 Semester 1 Semester 2
HISTORY
Health and Physical
Education
ENGLISH
MATHEMATICS
SCIENCE
HISTORY
Health and Physical
Education
LOTE ARTS LOTE Arts
Specialisation Specialisation Specialisation Specialisation
Students must select two different ARTS subjects across Year 8 and Year 9. Students can choose 2 from
Visual Art, Music, and Drama.
Senior Curriculum
Year 10 Overview
Our Year 10 program is the first component of Senior Schooling at Kenmore State High School. Students have
completed the Middle School program which provided a foundation for further study.
The Year 10 program is based on the attainment of specific outcomes designed to ensure students have reached
suitable standards and that they continue to develop as much as possible. Students have a set program to develop the
Senior Education and Training Plan which outlines specific targets and goals for Year 11 and beyond. Each student
is interviewed, along with their parents, to finalise this plan. The Year 10 program is designed to allow students to
work in a way that is closely aligned to the structure of Years 11 and 12. From a foundation of studies in years 1-9,
students now begin to choose more specialised courses of study.The learning is delivered within classrooms
which:
Are supportive, orderly and well managed.
Focus on intellectual quality eg. higher order thinking and deep understanding.
Recognise and value differences eg. individual, ethnic and socio-economic.
Ensure that the experiences offered are relevant and connected to the larger social context within which
students live.
Every student completes two semesters of English and two of Mathematics, Science and Social Science. There are
some other requirements to ensure a balanced curriculum even though there is more choice in Year 10. Students
select a number of semesters of each subject to build a sensible course of study for Year 10. Students who have
been selected for the German Immersion Program have some variations to the above program. The full list of Year
10 subjects are detailed in the senior curriculum handbook and on our website.
Enrolment Handbook 2013 Page 16

Years 11 & 12
A range of authority, authority-registered and stand-alone VET subjects are offered in Year 11 and 12.
Students study 6 subjects. The senior subjects are:
Authority
Accounting
Ancient History
Art
Biology
Business Communication and Technologies
Business Organisation & Management
Chemistry
Dance
Drama
Economics
English
Film and Television and New Media
Geography
German
German Extension
Home Economics
Graphics
Health Education
Information Processing and Technology
Japanese
Legal Studies
Mathematics A
Mathematics B
Mathematics C
Modern History
Music
Music Extension
Philosophy & Reason
Physical Education
Physics
Science 21
Technology Studies
Authority Registered
English Communication
Industrial Technology
Pre-vocational Mathematics
Stand Alone Vocational Education
Cert III Children’s Services (CCS)
Cert II Kitchen Operations- Hospitality
(VKP)
Cert 1 Creative Industries (VCI)
Cert II Community Recreation (VCC)
Cert II Work Education (VWE)
Enrolment Handbook 2013 Page 17

Music Extension
The course recognises that many students arrive at Kenmore High with well developed musical skills,
whether that is from the instrumental/choral programs in primary school or through private tuition. The
extension program is tailored to build further upon these skills. The Music Extension program is a two year
program (years 8 and 9) and therefore students are expected to remain enrolled for the full two years.
The Music Extension Program is the CLASSROOM CURRICULUM COURSE that develops students’
abilities as composers, performers, and listeners. The Music Extension program is NOT the
Instrumental/Choral Music program. Students in MEX are expected to be in at least one ensemble.
Who should enrol
Students who are involved in primary music instrumental programs
Students who have private music lessons
Students who are involved in choral programs and have music reading skills.
Students wanting to develop skills in singing, playing, analysing and composing music
Students who play guitar using traditional music notation (not only TAB)
For further information see the Middle School Handbook or School website.
ADMISSION PROCESS FOR MUSIC EXTENSION 2013
Step 1 Gather together all relevant music certificates and reports.
Step 2 Bring supporting documentation* with you to the administration enrolment interview
Step 3 The panel will then meet to review applications. Applicants may secure a place on the strength
of documentary evidence and therefore will not be required to attend an audition. However, the
panel may request some applicants attend an audition. Notification will be provided to these
audition applicants by email after your enrolment interview.
Step 4 Round 1 offers will be made via the school administration in the final week of Term 3.
Subsequent round offers will occur across Term 4.
* Supporting documentation
Please provide photocopied documentation for as many of the following as appropriate. The central focus
of the documentation is to provide evidence as to the performance standard of the student.
Achievement Certificates from AMEB or equivalent examination boards for both theory and
performance
If students have not completed formal music exams and they are having private music lessons,
please provide a letter of recommendation from the private music teacher that clearly states the
approximate performance standard of the student.
DVD or video evidence is not required
Unsuccessful Applications
Students who are not successful in gaining a place in the Music Extension program are
encouraged to enrol in the year 8/9 foundation Music course and are also strongly encouraged to
join the instrumental/vocal program.
Email enquiries to: Barbara Levien
Head of Music Department
Email: blevi9@eq.edu.au
Enrolment Handbook 2013 Page 18

Zenith
What is Zenith?
The ZENITH program is one of Kenmore’s signature programs.
The ZENITH program is designed for high performing academic students to support their intellectual
development and to help them reach their full potential. The 2 year program (Years 8-9) fosters the
academic, social and emotional growth students in the critical middle phase of learning.
The program allows bright, highly motivates students to be grouped together so that they can be challenged
and encouraged by their peers to work hard and continue to excel in their studies. The program has a strong
focus on creativity and problem solving. Students in the program are typically self-motivated learners who
have a passion for knowledge.
In addition to studying the mainstream subjects of Maths, Science and English in more depth, students in the
program also apply learning’s through a futures problem solving scenarios that challenge them to ‘think
outside the box’.
Where does it lead?
Students in the ZENITH program continue studies in Years 10, 11 and 12 where they have a range of QSA
Authority subjects to choose from. ZENITH is a program that is designed to prepare students for the rigours
of Senior Schooling and University. The program is also useful for students who wish to accelerate their
learning and study University link programs.
Who Should Apply?
Current Year 7 students who are performing well academically and are highly motivated. The program suits
students who are highly engaged in the learning process, enjoy creative thinking and problem solving. It is
expected that parents of students who apply for the program will support the program and participation in the
program in all key aspects.
Admission to Zenith?
Students who wish to apply for the program must complete an ACER test on the test dates advertised.
Students should also supply a supplementary documentation that they feel supports their entry to the
program ie Letters from current teachers, UNSW certificates, report cards, NAPLAN reports etc. An
enrolment interview will be completed and places will be offered from Term 3.
The points system for rank ordering students is as follows:
1. Academic achievement/report cards – 5 points
2. ACER test – 10 points
3. Industry – 5 points
4. Interview Responses – 5 points
For further information contact Miss Emily Simons-
Head of Middle Schooling (esimo6@eq.edu.au)
Enrolment Handbook 2013 Page 19

Information Communication Education (ICE)
ICE is about Information Communication Education. Students in this program study a majority of their
program with direct laptop computer access at their fingertips. The learning environment is focussed on
growing independent learners with superb communication skills by undertaking open-ended activities
and developing excellent multi-literacies.
Entry to the program is via application, interview and ACER entrance exam. Students are selected on the
basis of a combination of academic performance and aptitude, industry and program suitability (as
evaluated from the application and interview). Applicants will be rated on a 25 point scale (academic
achievements/report cards – 5 points, ACER test results – 5 points, industry – 5 points, interview – 10
points). Program places are limited to two classes. Sample ACER test questions can be found at
http://kshsice.com.au/ICEFAQ/ .
Students who enter the program purchase a laptop computer and this is used extensively during their
day. The laptop purchase is organised through the school as all students use the same type of laptop
computer for their lessons.
All students within the ICE Program are members of the whole school community and undertake a
modified, ICT rich curriculum. Students participating in the program benefit from having information
technology to enhance all their learning activities.
The three components of the program are:
Information Communication Technology
o Development of online communication through a designated website with 24/7 access to
curriculum materials.
o Online program development
o Online research
o Clear student understanding of systems and network protocols and etiquette
Integration of IT
o Technology is taught in context with curriculum
o Students become very familiar very quickly with a wide range of applications of industry
relevance
o Learning activities utilise a range of multimedia and technologies with a presentation focus
o Assessment incorporates information technology learning
Technology, Reading and Writing...
o Students utilise a tablet computer and handwrite class notes
o Online texts
o Students still read and write, just in a different manner
ICE begins in year 8 and students continue, largely in the same classes, into year 9.
Further Information:
Contact: Anthony McKeough (Head of Information & Communication Technology) 33271555
Enrolment Handbook 2013 Page 20

German Immersion & Extension Program (GIEP)
German Immersion is a very popular program in our school with a history of over 20 years of success.
Students apply for selection into this program that begins in year 8. Selection is
based on academic performance, aptitude to language study and suitability for the program. It is not
necessary to have studied German language previously. GIEP can be combined with technology (laptop
– Click on German COG) and music extension.
In German Immersion students in Years 8 – 10 study up to 65% of their program in German language.
In German Immersion classes students and teachers only speak in German to study Mathematics,
Science, German, Social Science and Physical Education. This makes for a challenging program that
culminates in a two month visit to Germany in Year 10. Students then study the German course in Year
11 so they can study German Extension in Year 12. Opportunities exist, through the PASCH
scholarship program for some students to travel to Germany for extended studies during senior.
This program operates in a tight-knit family context that allows students to develop excellent study skills
in a supportive learning environment and real options for international study and employment.
Further Information:
Contact: John Barker (Head of Languages) 3327 1555
Enrolment Handbook 2012 Page 21

Greater Brisbane State School Sport (GBS)
The Greater Brisbane State School sporting program is a Saturday sporting competition between five High
Schools in the Greater Brisbane Area. This one day competition is held at various schools and includes
basketball, touch, soccer, netball, volleyball and badminton.
Selection Trials are conducted and each student has the opportunity to trial for any sport.
The GBS competition occurs on 7 Saturday’s a year, focusing on a different sport each day. Teams may
train at lunch or after school and then participate in one Saturday competition against the other five schools.
Games start at 8.30am and are finished by 3pm. All games have official referees and sports medicine
personnel are present throughout the day. Students are responsible for their own transport to each of the
matches. The coaches consist of teachers, support personnel and level one coaching accredited university
students as well as accredited sports coaches.
All players are loaned a full playing strip for the day that must be worn during all games. Teams train
approximately twice a week.
Kenmore High School was a founding member of the GBS sporting competition. The school remains
committed to this elite competition and looks forward to its continued success in the future.
.
Enrolment Handbook 2012 Page 22

The Library @ Kenmore State High School
Students enjoy new fiction Group work is popular Exploring periodicals
Aim
The focus of the library is to enrich and support the teaching and learning program of the school.
We work with students to develop information literacy skills so that they become successful
independent life – long learners
We work to help students become effective users of ideas and information
We work with teachers to design learning experiences that meet the needs of individual students
We provide and promote quality fiction to develop enjoyment of reading and to enrich students’
intellectual, aesthetic, cultural and emotional growth.
Facilities
The Library has a number of spaces that can be readily adapted to allow a wide variety of teaching and
learning to take place. It has two teaching areas, two research areas, a magazine reading area, a browsing
fiction space, and a courtyard.
The many resources available include a large print collection of fiction and non-fiction, and an extensive
reference collection in both print and electronic format. Newspapers and magazines are available in hard
copy as well as electronically via the internet online databases. We have a fully integrated electronic
catalogue and students have access to networked computers for research and study use.
The library staff consists of three fully qualified teacher-librarians and two trained library-aides who all work
with staff and students to support teaching and learning at Kenmore.
This is a lending library where students are encouraged to use a variety of resources to support their
learning. In addition we offer a reference service and help with research and homework. Students are also
encouraged and supported in becoming responsible and fully competent users of all information technology
avenues available to them as part of the wider Brisbane library community, including the State Library, the
Brisbane City Council Library and the University of Queensland library.
Helping students become independent life-long learners
Students access databases Help Desk staff solve problems Librarians work with students
Enrolment Handbook 2012 Page 23

The Role of the Guidance Officer
Kenmore State High School has two Guidance Officers, Mr Anthony Lutz and Ms Lorraine Wallis. Their
role is to provide support for the school community, particularly students, their parents and/or guardians
by offering confidential counselling services.
Our Guidance Officers also liaise with a wide network of agencies and individuals both within and
outside the school community.
Some of the issues addressed by our Guidance Officers include:
Career issues: eg. information about post-school options, course and career selection.
School issues: eg. subject selection, time management, study skills.
Personal issues: eg. relationship problems, problems at home, coping with stress.
Students, parents and/or guardians can make appointments to see one of the School’s Guidance
Officers either separately or together through the main school office. Appointments are available
throughout the school day, before and after school.
Guidance Officers can also be contacted via email as follows:
Mrs Lorraine Wallis lwall30@eq.edu.au
Mr Anthony Lutz alutz2@eq.edu.au
Home
Problems
Making
Decisions
Improving
Relationships
Some areas where the Guidance Officer may be able to help you
Exam
Anxiety
Financial
Difficulties
Personal
Hassles
Study
Skills
Subject
Choices
GUIDANCE
OFFICER
Coping
With
School
Career
Decisions
Time
Management
Personal
Protection
Make an appointment at the office on 3327155.
Stress
Course/Career
Information
Effective
Personal
Feeling
Depressed
Enrolment Handbook 2012 Page 24

Student Resource Scheme
The Student Resource Scheme (SRS) is a resource scheme which involves parents making a
contribution to resource enhancement at Kenmore High School. All parents are urged to support the
scheme because without this support, we cannot provide the resources we believe we need to assure
quality learning outcomes for all students.
SRS is directed by the P & C Association but administered by the school. The contribution for each
student is $330. There is a discount of $30 for payments received or payment plans established prior
to 16 November 2012. Payment plans require a minimum deposit of $100. There is also a discount
available for families of 3 or more students enrolled at this school and this amount is applied to the
eldest student.
The SRS is applied to:
Annual loan of text books in subjects where this is needed (short term, long term and school
usage).
Access to class sets of books for short-term needs.
Specially prepared and photocopied Workbooks used in some subject areas.
Access to innovative, new and different resources.
KSHS Student Diary (contains vital information for the student’s day to day work).
Student ID Card (including transport concession).
Specialised materials, equipment and resources e.g. Art, Science, Industry, Physical Education,
Film & Media, Vocational subjects – all of which must be of industry standard.
Under SRS the $330 fee is set and not available in part. The Government Textbook and Resource
Allowance support the scheme.
All students provide his/her own requisites as per the Year Level Stationery List. Stationery
requirements are available from the KSHS Bookshop at competitive prices.
Parents of participating students need to:
Complete and sign the SRS Agreement
Pay $330 at the school office
Should you require a payment plan, please telephone 33271555 to make an appointment with the
School Business Manager.
Books can be collected and payment for stationery can be made at the Bookshop which is located on the
right hand side of the canteen.
Stationery lists for each year will be available from late November. If you wish you may pre-order your
text books and stationery requirements by placing your pre-order forms at the Bookshop before Tuesday 14
November 2012 for collection before 13 December 2012. Any orders after 14 November 2012 can be
collected in January 2013.
Enrolment Handbook 2013 Page 25

Book Room Hours 2012/2013
Day Book Room
DECEMBER 2012
Thursday 6th 7.30am – 12.30am
Friday 7th (Orientation Day) 7.30am – 12.30am
Monday 10 th 7.30am – 12.30am
JANUARY 2013
Monday 21st 7.30am – 12.30am
Tuesday 22nd 7.30am – 12.30am
Wednesday 23rd 7.30am – 12.30am
Thursday 24th 7.30am – 12.30am
Friday 25th 7.30am – 12.30am
1ST WEEK OF SCHOOL 2013
Monday 28th (Australia Day Public Holiday) CLOSED
Tuesday 29th 7.30am – 12.30am
Wednesday 30th 7.30am – 12.30am
Thursday 31st 7.30am – 12.30am
Friday 1st 7.30am – 12.30am
NORMAL TRADING HOURS – From 4th FEBRUARY 2013
Mondays
(or Tuesdays if Monday is a holiday)
7.30am – 12.30am
Thursdays 7.30am – 12.30am
For further enquiries phone: 3327 1524 (During trading hours)
26

Uniform Shop Hours & Booking Information
The uniform shop is open for additional times both before and after Christmas. Most of these times
are used for pre-arranged appointments. Bookings can be made by going contacting the office on
3327 1555 from October 2012.
Please note that these bookings are only for the dates the Uniform Shop is open at Kenmore
SHS, not the Primary School visit dates. Primary School visit appointments are made through the
Primary school. Further details of this closer to the time.
Day
NOVEMBER 2012
Uniform Room
Monday 26 st 7.30am – 11.00am
Tuesday 27th Primary School Visits
Wednesday 28th Primary School Visits
Thursday 29 th 7.30am – 11.00am
Friday 30t h Primary School Visits
DECEMBER 2012
Monday 3 rd December 7.30am – 11.00am
Tuesday 4 th December Primary School Visits
Wednesday 5 th December Primary School Visits
Thursday 6 th December 7.30am – 11.00am
Friday 7 th (Orientation Day) 2.30pm – 5.30pm
JANUARY 2013
Monday 21st CLOSED
Tuesday 22nd 8.00am – 1.30pm
Wednesday 23rd 8.00am – 1.30pm
Thursday 24th th 8.00am – 1.30pm
Friday 25 th 8.00am – 1.30pm
FIRST WEEK OF SCHOOL 2013
Monday 28th January – PUBLIC HOLIDAY CLOSED
Tuesday 29 th 7.30am – 11.00am
Wednesday 30 th 7.30am – 11.00am
Thursday 31st 7.30am –11.00am
Friday 1 st Feb 7.30am – 11.00am
NORMAL TRADING HOURS – from 4/2/13
Mondays (or Tuesdays if Monday is a holiday) 7.30am – 11.00am
Thursdays 7.30am – 11.00am
For further enquiries phone: 3327 1526 (During trading hours)
27

School Dress Code
We care about our students, their safety and their image in the community and believe that their
appearance is a very significant visible communicator about our school. In accordance with community
feedback and health and safety issues, the following uniform is in place for all students for 2012.
All items listed are available from the school uniform shop except for shoes. All items will have the
school logo clearly marked on them. Further specifications regarding how the uniform should be
worn are available on our school website or through the school office or Uniform Shop.
Boys Day Uniform
Tailored grey shorts or long grey trousers
Plain black belt
White School shirt
Plain grey ankle socks with
stripe
Black leather lace-up shoes
School hat
Winter additions:
Green knitted V neck jumper
Optional:
-School tie (Years 10-12)
- Blazer
Boys and Girls Sports Uniform
School Basketball shorts
School polo shirt
School tracksuit
KSHS Sports socks
Appropriate runner, jogger or cross trainer
in black, white or grey
School hat
Sports uniform may be worn to and from
school only on sports days or when students
are participating in Physical Education
lessons.
Girls Day Uniform
Grey long skirt or trousers
White school shirt
White ankle socks with stripe
Black leather lace-up shoes
School hat
Winter additions:
Green knitted V neck jumper
Optional:
-School tie (Years 10-12)
- Blazer
The PhysioPak® is an ergonomic backpack proven to
minimize harmful postural response and significantly reduce
associated back pain, neck pain and minor spinal injury. It is
the only backpack to be endorsed by the Australian
Physiotherapy Association (APA). This bag will be available
for all students to order in school colours and in various
sizes.
28

School shoes – Formal Uniform
It is important that students wear protective and appropriate footwear. Students must wear black laced-
up polished leather shoes of plain, conventional design. The School Uniform Shop will provide
specifications and recommended products to all families.
Sports Uniform- Footwear
Our school dress code stipulates that the Sports Uniform be worn with appropriate runners, joggers or
cross trainers, predominately black, grey or white in colour. Avoid brightly coloured or fluorescent
shoelaces. In accordance with community feedback and health and safety issues and given that sports
shoes are also worn in the classroom and school grounds, it is most important that all members of our
community are aware of our Code. Please keep in mind that choosing the correct sports shoes for your
child will enhance their physical activity and provide sound protection for their feet and body.
Acceptable – FORMAL UNIFORM Unacceptable
We recommend a number of the Clarks
Shoe range including Daytona Senior, 24
Se7en, Hype.
Acceptable – SPORTS UNIFORM Unacceptable
29

Jewellery & Grooming
Students are expected to take pride in their grooming and hygiene.
Students are not to wear makeup or fingernail polish, except natural and clear tones.
Hair must be clean and tidy and comply with workplace health & safety provisions. Hairstyles should
be conventional with natural colours and tones. Multiple tones are not appropriate. Hairstyles such as
mohawks and dreadlocks are also inappropriate.
Jewellery is restricted to a wrist watch, one simple, fine chain around the neck, one set of plain
studs or sleepers worn in ears only, one plain ring. Facial piercings are not acceptable. No other
jewellery items are accepted.
Winter months
In the winter months students are permitted to wear white t-shirts under their formal or sports
uniform to add layers. On really cold days (when they know they will never remove their jumper),
they could wear long sleeve t-shirts to add warmth. The final layer needs to be the school
uniform jumper or tracksuit.
Girls may wear black or skin toned stockings (unpatterned) under their formal uniform only.
Students may wear scarves that are a solid colour - white, black or grey
Non-compliance with the dress code (Education – General Provisions Act 2006)
If a student arrives at school with incorrect uniform items, they will discuss this matter with their form teacher
at 8.55am. A note from a parent/guardian would help to facilitate this discussion.
If a student has a note from a parent/guardian outlining a valid reason for the uniform breach and
suggesting an appropriate timeframe for the issue to be resolved – a uniform pass will be issued.
The uniform pass will extend for the period of time negotiated between parent, student and staff, in
order for the issue to be resolved. The focus here is the quick resolution of the uniform breach, so the
student is back in uniform as soon as possible.
If the student has no note from a parent/guardian outlining a valid reason for the uniform breach, the
student will be referred to the school’s uniform detention room between 1.15pm – 1.35pm daily. They
will be referred for detention each day until the uniform breach is corrected.
From the detention room, a letter will be sent to parents informing them of the uniform breach, and
requesting that they take immediate action to rectify the situation or contact the relevant Deputy to
establish a plan to rectify the uniform breach.
If the student fails to complete this lunchtime detention, they may be given a Friday afternoon
detention from 3pm – 4pm. If the student fails to complete this detention, it will be considered to be
willful disobedience, and as such may be suspended from school.
Other consequences:
If the incorrect uniform is offensive in nature, unsafe or completely unrecognisable as a Kenmore
student, parents will be contacted and arrangements made for the student to obtain the appropriate
uniform
The student may be prevented from attending, or participating in, any activity for which the student
would have been representing the school
30

The student may be prevented from attending or participating in any school activity that, in the
reasonable opinion of the school’s principal, is not part of the essential educational program of the
school
Financial Hardship
The school provides a range of solutions to assist families in financial hardship. These include
payment plans, and other approaches that can be negotiated on a case by case basis.
31

Computer & Internet Usage
Introduction
Kenmore State High School is pleased to offer students access to a computer network for learning and
the storage of school-related personal data files. The Network also provides access to electronic mail and
the internet. Access to email and the internet enables students to explore thousands of libraries,
databases, museums, and other repositories of information and to exchange personal communication
with other Internet users around the world.
Families should be aware that some material accessible via the internet may contain items that are
illegal, defamatory, inaccurate, or offensive. While the intention of the school is to use internet resources
for constructive educational goals, students may find ways to access other materials despite our blocking
procedures. We believe that the benefits to students from access to the internet in the form of
information resources and opportunities for collaboration exceed the disadvantages. However,
ultimately, parents and guardians of minors are responsible for setting and conveying the standards that
their children should follow when using media and information sources.
To gain the right to use email and the internet, all students must obtain parental permission and
students must agree to abide by the Rules of Appropriate Use as outlined in this brochure.
What is expected?
Students are responsible for appropriate behavior on the School’s computer network just as they are in a
classroom. Communications on the network are often public in nature. General School rules for
behavior and communications apply. The use of the network is a privilege, not a right, and may be
revoked if abused. The student is personally responsible for his/her actions in accessing and utilising
the School’s computer resources. Students are advised never to access, keep, or send anything that
they would not want their parents or teachers to see.
Rules of Appropriate Use
As a student at Kenmore State High School you are required to observe the following rules to prevent
the loss of network, internet, and/or email privileges; and/or other disciplinary measures. Details are
in the School’s Responsible Behaviour Plan.
You MUST...
Respect the opportunity Kenmore State High School provides you to use a modern and expensive
computer network for your education.
Use the system primarily for educational and career development activities and limited personal
activities – at appropriate times only.
Report any misuse of the computer network to school staff if you are made aware of it. Failure to
do so may be viewed as collaboration. Misuse includes vandalism, theft, possible breaches of
security and inappropriate use of the internet.
Check your school-provided email frequently and delete unwanted messages promptly, staying
within your email quota. Regular checking of your email is essential as it is a frequently used
communication method in the school. Email communications between students and teachers must
always be via school-provided email.
Be mindful to only print documents when absolutely necessary. School printing facilities are
provided to students to print assignments and classwork when requested by a teacher. Printing of
documents that are personal in nature is not to occur at school.
Be prepared to be held accountable for your actions and for the loss of privileges and/or other
disciplinary consequences if rules are violated.
32

You MUST NOT ....
Use School computer resources without School permission, teacher knowledge and/or teacher
presence.
Damage or attempt to remove parts from a School computer.
Attempt to fix computer hardware issues yourself – all repairs will be carried out by the School or
its vendors. Failure to abide by this will constitute vandalism and will be dealt with as such. Any
subsequent repair costs will be passed on directly to the student.
Interfere with the operation of the network by installing illegal software, shareware, or freeware.
Anyone found with “hacking” software in their possession or in their personal folders will be
considered as having breached network security and will be dealt with severely.
Violate copyright laws by using material from internet sites without permission of the copyright owner.
Plagiarise works that you find on the internet. Plagiarism is taking the ideas or writings of others and
presenting them as if they were yours.
View, send, store or display indecent and/or offensive messages or pictures.
Use profane, abusive, impolite or sexually explicit language to communicate. This language will
be detected and blocked automatically by the Education Queensland email filter and the
Information Technology Head of Department will be notified.
Knowingly access materials which are not in line with the rules of School behaviour. A good rule to
follow is to never view, send, or access materials which you would not want your teachers and
parents or colleagues to see. Should you encounter such material by accident, you should report
it to your teacher immediately.
Share your password with another person under any circumstance or logon for another person
whose privileges have been withdrawn.
Trespass in another’s folders, work, or files. Respect their privacy.
Email, or place on the internet, personal contact information about yourself or other people.
NEVER agree to meet with someone you have met online unless you have your parent’s approval.
Possible Network misuse will be detected in a number of ways:
As reported by staff or students
As notified by Education Queensland Officers (Note: Education Queensland reserves the right to
monitor and audit any or all intranet, internet or email activity undertaken by EQ officers and
students using departmental resources.
As discovered by the Information Technology Head of Department through for example,
inspection of Network security logs and internet proxy logs, scans of student file storage areas, and
automatic notifications of inappropriate email use.
Students, be aware that when operating electronically on the School network, the activities you do are most
often documented and stored via logs that can be accessed and interrogated at a later date in order to
determine accountability when the Rules of Appropriate Use are not being followed. Your activities on the
network leave ‘breadcrumbs’ that will likely form evidence if you are doing the wrong thing.
Inappropriate content on social networking sites
Social networking sites such as Facebook, MySpace, Tumblr and Instagram have changed the way young
people communicate. While these sites are an effective way to keep in touch, it is important for young
people to be cybersmart and think before posting material online.
All web users have a responsibility to be mindful when publishing content online to ensure it does not
breach social, religious, cultural or copyright standards.
If our School becomes aware of inappropriate or abusive content involving our staff, students or
school, or images, banners, logos or our school crest are used without permission, we will take
reasonable steps to ensure the content is removed.
Our school is committed to promoting a safe and supportive learning environment and students
involved in the posting of inappropriate or abusive material on websites may be disciplined in line
with our school’s Responsible Behaviour Plan for Students.
33

Student Webpages
Students may be asked to establish personal webpages for sound educational reasons for a unit of
work in certain subjects. Material presented in the student’s website must be related to the student’s
educational and career preparation activities. Student webpages must include the following notice:
“This is a student webpage. Opinions expressed on this page shall not be attributed to Kenmore State
High School or to Education Queensland.”
All students and a parent/guardian must sign the ICT Agreement Form to be granted access to
the Internet and/or an individual e-mail account on the School network. This Agreement must be
renewed on an annual basis.
MOBILE PHONE POLICY
Kenmore State High School supports the appropriate use of technology in learning and for safety.
Mobile phone and other electronic devices have the potential to aid learning and assist students in
managing busy lives, when used well.
To ensure that these devices are used to enhance the learning environment and not pose a hazard at school
the following policy guidelines apply:
All mobile phones and other electronic devices must be turned off and out of sight in the classroom
and outside of the class as the student is waiting to enter.
Permission must be sought before any recording or photographing takes place.
Students who misuse mobile phones or any electronic devices in the classroom will have them
confiscated by the teacher. Students may collect the phone from the office at a later time.
Where a student repeatedly misuses a mobile phone in or outside of the classroom the matter will be
treated as wilful disobedience or harassment.
Students must take care of their mobile phone and other electronic devices by keeping them in safe places.
The school cannot take responsibility for items left unattended.
34

Putting Things Right
Introduction
Our Commitment to Positive Complaints Management
and Quality Service for your Issues and Concerns
Effective partnerships between parents, students and our school staff are important to educational
success. This partnership involves trust and openness. We need to be able to talk to each other when
we have concerns, so that we can work out the issues.
From time to time you may have concerns relating to our school. It is important that you share these
with us. Perhaps we haven’t explained something very well. We need to know so that we can put things
right.
Perhaps you don’t agree with a decision. We need to talk the issues through. As a result, you may gain
a better understanding of why we made that decision or we may need to reconsider our decision. Your
contribution is valued.
How to make a complaint or raise concerns
You can raise a concern with any member of our staff. Where possible, speak directly to the person with
whom you have the concern. If it is a classroom issue, speak to the classroom teacher.
To make an appointment to see a teacher, please contact the school office. Issues you think are
sensitive should be raised with the Year Level Coordinator, Head of Department, Guidance Officer or
Administration (the Principal or Deputy Principals).
Our staff are encouraged to deal positively and sincerely with your concerns. They will listen. They will
ask questions to make sure they understand. They may take notes to help in following up your concern.
They will help you to take your concern to the appropriate person.
What can you expect
There are usually four phases in handling a complaint. In many instances these can all be worked
through quickly in one process.
PHASE 1 – Initial Contact
Please express your concerns calmly, clearly and courteously. This will help resolve the issue in a
timely manner.
Staff will listen to your concern and make every attempt to understand it. The teacher/administrator will
summarise the main points. He or she will usually explain the school policy or procedure on the issue or
find someone who can explain.
The teacher/administrator will work out an action plan with you: what he or she will do, what you should
do, what your child should do and when you will talk again. He or she may deal with the concern or refer
it to another person. In many cases it should be possible to resolve your concern straight away.
35

PHASE 2 - Deciding how to handle the matter
Sometimes matters will need further investigation. In this phase a decision will be made about how a
complaint will be handled.
Most matters are handled at school level. We encourage parents, in the first instance, to work directly
with the people closest to the issue to resolve the matter. In some exceptional circumstances, matters
must not be handled at a local school level because of their sensitive or serious nature. They must be
referred to Education Queensland’s local district office or central office. In general, however, matters
referred to these offices are directed back to the school for resolution.
PHASE 3 - Finding out about the matter
In this phase the person handling the matter will try to find out all about your concern. He or she will try
to understand the context and causes. You can best help by providing all the relevant information you
can.
He or she may need to talk to other people to get a complete picture. As he or she does this he or she
may begin to explore options to resolve the matter. You can help all concerned by focusing on a positive
resolution of the matter. Your information will be treated sensitively (but where the matter must be
investigated by an external agency it will need to be passed on).
You need to be aware that the person who is involved in your complaint usually has the right to be made
aware of the complaint and will have the right to respond.
PHASE 4 - Resolution
The person who is handling your complaint will use the facts that have been gathered to make a decision
that is fair to all concerned. He or she will work to put things right for you and would appreciate your help
to do this. He or she wants to make sure the resolution is mutually acceptable.
Our school’s commitment to parents and caregivers
We are committed to dealing positively with your concerns and complaints. It helps us to learn how we
can do things better for you and your student. We will try to make sure that your complaint is resolved
quickly. Sometimes a complex matter will take time. However, we will always endeavour to make sure
you understand what we are doing and why.
36

Responsible Behaviour Plan
The “Kenmore State High School Responsible Behaviour Plan for Students” outlines our community
response to the “Code of School Behaviour”. Families are asked to familiarize themselves with these two
documents and agree to their conditions as a term of enrolment at Kenmore State High School.
Rationale
Kenmore State High School is committed to provisions that ensure all our students have a right to and receive a
quality education. Our school values underpin our approach to supporting students throughout their high school
years.
Excellence
We are committed to personal excellence.
Learning
Everything we do is focussed on discovering, growing and improving.
Integrity
We act with respect, dignity and fairness, demonstrating trustworthiness and responsibility.
Belonging
Each person has the opportunity and support to succeed as a member of a just and equitable community.
Partnerships
We create a network of local, regional and international support to build a strong sense of community.
This plan articulates how our school values influence the way we behave and learn and shape our rights and
responsibilities as a school community. It also articulates how we facilitate standards of positive behaviour and
focus on natural justice principles when determining consequences for unacceptable behaviours.
Kenmore State High School is committed to providing a supportive school environment where all members feel
safe and valued; where social and academic learning outcomes are maximized for all through a quality curriculum;
interpersonal relationships and school organization; where school practices are proactive rather than reactive and
where appropriate and non-discriminatory language and behaviours are defined, modelled and reinforced.
Our Responsible Behaviour Plan, therefore, sets out to:
Promote a supportive environment so all members of the community can work together in creating a caring,
productive and safe environment for learning and teaching
Encourage all students to take increasing responsibility for their own behaviour and the consequences of their
actions.
Value and develop staff expertise
Maximize the educational and social opportunities and outcomes for all students.
37

Consultation and data review
The original version of this plan was developed in 2007 and built on the solid plans the school had in place over
many years. In view of our belief that we always continue to learn and grow, the plan has been reviewed annually
in light of testing the plan in practice and some feedback from staff, student and parents. In 2009 , a more
systematic process of feedback via consultation with the P&C Association and a broad parent and staff survey
provided the basis for updating the plan. The School Council endorsed the plan.
School beliefs about behaviour and learning
At Kenmore, we promote academic excellence, leadership and striving for personal bests as the platform upon
which to become responsible and proactive citizens. Closely aligned to the Education Queensland Code of School
Behaviour, our plan has been designed to deliver the best possible outcomes for students, recognizing the close
relationship between learning, achievement and behaviour. Our commitment to retaining students and having clear
and high learning expectations mirrors the priorities identified in QSE 2010, the ETRF agenda and the Youth
Participation and Training Act 2003.
Our plan respects the rights and responsibilities of all members of our school community and works to ensure
consistency and fairness for all.
a) Student behaviour is an educational issue rather than just a management issue. Classroom management skills
and strategies are important and should be part of the total curriculum (formal and informal) and sc hool
organisation.
b) Parents play a primary role in supporting and nurturing their children and we strive to gain parental input and
involvement at Kenmore State High School.
c) Students learn best when they:
are treated with understanding, respect and politeness
feel safe
feel challenged and engaged with the tasks they are completing
feel pride in their achievements
can work in a supportive classroom environment
are emotionally and physically well
feel belonging in the school community and have opportunities to express their opinions and stay informed
share and adhere to our school values
d) There are inherent rights and responsibilities that come with being a student at Kenmore State High School.
Responsibilities are what we should do without being told. Some of these things we do for others and some of
these we should do for ourselves. A right is that to which we are entitled for as long as we accept our
responsibilities.
38

STUDENT RIGHTS AND RESPONSIBILITIES
Responsibilities Rights
1. I have the responsibility to treat others with
understanding (e.g. not to laugh at others, tease or
try to hurt their feelings.)
2. I have the responsibility to treat others politely
and with respect irrespective of their race,
ethnic background, gender, socio-economic
status, ability or disability.
I have the responsibility to respect the authority of
all staff – teaching and non-teaching.
3. I have the responsibility to make the school safe
by not threatening, bullying, harassing or hurting
anyone in anyway.
4. I have the responsibility to get maximum value
from my classes by:
keeping up to date with required work.
behaving so as not to interfere with other
students’ right to learn
being punctual, attending school regularly and
taking part in activities that will be of benefit to
me
consolidating my learning through revision, daily
review and homework.
5. I have the responsibility to support and
acknowledge the achievement of others.
6. I have the responsibility to respect other people’s
property by not stealing, damaging or interfering
with it.
7. I have the responsibility to report any defects in
furniture and building.
I accept that staff may be more aware of dangers
than I am and I will heed their advice.
8. I have the responsibility to protect my health and
not smoke cigarettes, take drugs or alcoholic drinks
or encourage other students to do so.
9. I have the responsibility to express my opinions in
a non-aggressive manner and at an appropriate
time.
10. I have the responsibility to ensure I hear the daily
notices.
11. I have the responsibility to care for the school
environment, to keep it clean and free from litter.
12. I have the responsibility to behave and dress in a
way that will display pride in my appearance,
respect for myself and my school.
13. I have the responsibility to behave in a way that
contributes to an effective learning environment.
Conclusion
I have the responsibility to protect my rights and
the rights of others at all times.
I have the right to be happy and to be treated with
understanding.
I have the right to be treated with respect and
politeness.
I have the right to be safe.
I have the right to obtain maximum benefit from all
learning experiences.
I have the right to be proud of my achievements.
I have the right to expect my property to be safe.
I have the right t o work and relax in a safe environment.
I have the right not to be pressured into health
damaging habits.
I have the right to express my opinions in an
appropriate manner and at the appropriate time.
I have the right to be kept fully informed about all
school activities.
I have the right to have a pleasant clean and wellmaintained
school and grounds.
I have the right to be proud of my school’s appearance
and reputation.
I have the right to expect effective teaching and
appropriate management of students.
I have the right to expect that all these rights will be
mine so long as I am carrying out my full
responsibilities.
39

STAFF RIGHTS AND RESPONSIBILITIES
Responsibilities Rights
1. I have the responsibility to uphold the values of the I have the right to feel like a valued member of a
school and behave in a professional manner. professional collegiate environment.
2. I have to take responsibility for my own professional
development.
I have a right to professional development.
3. I have to take a shared responsibility in ensuring I have the right to a healthy, safe, clean work
the environment is kept healthy, safe and clean. environment and report any concerns to the School
Business Manager.
4. I have a responsibility to work to ensure that I have the right to provide professional input into
decisions are effectively implemented in my faculty
and in the school.
decisions about my work.
5. I have the responsibility to treat my
I have the right to be treated with courtesy, respect and
colleagues, students and their parents/caregivers
with courtesy, respect & dignity.
dignity.
6. courtesy, I have a respect responsibility and dignity. to ensure that any I have the right to be in receipt of all relevant
information required from me is relevant, accurate
and submitted on time.
information as promptly as possible.
7. I have the responsibility to recognise and value the
gender, cultural, social, economic, political,
linguistic and spiritual backgrounds of my
colleagues, the students and their
parents/caregivers
I have the right to my own personal beliefs and values.
8. I have the responsibility to work within the I have the right to provide professional input into the
established processes and procedures at the school’s planning and review process and be informed
school which have been set up to allow for effective
and efficient operation of the school.
about faculty and school plans.
9. I have the responsibility to read and recognise the I have the right to provide professional input into the
conditions of employment as established at the
time of recruitment and selection.
allocation of my duties.
10. I have the responsibility to communicate I have the right to expect students to behave in
behavioural expectations to students and to
encourage students to take greater responsibility
for their behaviour.
accordance with the RBP document.
11. I have a responsibility to implement RBP in a fair I have the right to expect support from colleagues in
and equitable manner ensuring that the spirit and implementing the RBP document.
principles of RBP are understood and
operationalised.
12. I have the responsibility to provide support to my I have the right to expect to receive support from
colleagues where possible when requested. I have colleagues in organising school activities e.g. Sporting
a responsibility to be involved in activities outside Carnivals.
the designated
possible.
classroom activities wherever
13. I have a responsibility to be an effective I have the right to be given quality support in the
teacher/support person who recognises and values
student and staff differences.
teaching and learning process by colleagues.
14. I have a shared responsibility to ensure movement I have the right to be advised of movements of students
of students in and out of my classes is done as
efficiently as possible and with as little disruption as
possible.
in and out of classes.
15. I have a responsibility to ensure that the levels of I have the right to be involved in the awarding of levels
achievement awarded are fair, accurate, equitable of achievement and any other awards made by the
and based on criteria made known to the students. school.
16. I have the responsibility to use student information in
a sensitive and professional manner.
I have the right to access student records and profiles.
17. I have a responsibility to look after school
I have the right to access school resources that will
resources; guard them against theft, loss or
damage and return them to the original location as
soon as possible after use.
compliment my work.
18. I have the responsibility to be an effective
I have the right to be considered for classes / duties for
teacher/staff member and provide students with
every opportunity to perform to their full potential in
all fields of endeavour.
which I apply and / or am qualified.
40

Processes for facilitating standards of positive behaviour and responding to
unacceptable behaviour
Whole School Support
Creation of a positive whole school culture
Strong promotion of school values, recognition processes for students, leadership and co-curricular
opportunities for students, commitment to uniform and positive behaviours, strong anti-bullying policy, focus
on a clean and stimulating school environment , Student intranet and communication networks
Quality learning and teaching practices
Dimensions of Learning Framework, professional development emphasis, SFD programs, International
accreditation
A balanced, relevant and engaging curriculum
Alignment with best practice in Middle and Senior School, transdisciplinary learning, embedded technology
Supportive and collaboratively developed programs and procedures
Committee structure, School Council, P&C, parent support groups, SRC, Technology infrastructure
Managed professional development, education or training for all members of the school community. Significant
investment in professional development, School PD plan, Staff Appraisal planning process, Staff Intranet and
communication avenues
A range of provisions that are characterised by non-violent, non-coercive and non-discriminatory practices
“Consequences for Unacceptable Behaviour” document , Student Support network
Whole school support is designed to
Whole School Support Strategies develop proactive behaviours and
prevent the need for targeted or
Enrolment process. Responsible Behaviour Plan discussed and endorsed. intensive support.
Quality teaching focus
Classroom strategies- consultation with Heads Of Departments, support staff; recording/documenting student
behaviours; “Working It Out” process; consultation with parents, school policies e.g. assessment
Positive programs that support growth and language – co-curricular program, assemblies, camps, Mind Matters
Student support network
Targeted and Intensive support is designed to reintegrate students into the whole school.
Targeted Behaviour Support
Our emphasis is on prevention; it stresses learning, understanding
and developing solutions and building from strengths, fostering
supportive relationships, creating a support network or plan for
the student.
The approach is multi-disciplinary and team-based. Improvement
is more likely to be sustained if these factors are present.
Parental involvement in creating solutions is sought.
Targeted & Intensive Behaviour Support Strategies
Year Coordinators & Support Staff Team Referral process- Support staff, Year
level coordinators
Administrative
identification
processes- BM
Database, Attendance
officer
Withdrawal processes
and Friday detentions
Links with relevant appropriate external agencies
(including ETRF related groups
Solution focus – fostering supportive relationships –
building from strengths
Support plans
Treating students on an individual basis – re-engage.
Parental involvement in problem-solving Multidisciplinary
team work
All aimed at keeping students connected with and
accepted at school – so that students feel they are
part of a community.
Intensive Behaviour Support
Our school values are reflected in the intensive behaviour support
provided for students.
Hence underlying principles and practices include:
A focus on maintaining students as part of the mainstream school
community – a key factor in developing resilience. Treating each
case on an individual basis – with the goal of re- engaging students
and maintaining their sense of belonging and well-being.
A focus on learning and growing in a team-based approach.
This way, students’ chances of succeeding are greater. Informing
students and parents of key support interventions or processes.
Consulting relevant school-based and EQ personnel and external
agencies. This might include inviting such specialists to
address staff so they are as well-informed as possible. Informing
staff and/or conducting teacher meetings to review and monitor
progress of individual cases.
Referral processes
Individual Support Plans
Teacher review meetings
Implementation of Support strategies with
/consequences recommended by
admin/support staff. May include:
monitoring strategy, ISP, referral to external
source, alternate schooling, suspension,
cancellation of enrolment, exclusion.
41

Emergency responses or critical incidents
An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and
usually unexpected, or an occasion requiring immediate action.
All members of our school community bear some responsibility when such incidences occur. Generally,
the nearest teachers will take charge of these situations, assess immediate risk, take action to reduce or
minimise this risk and then assess what external assistance is required, if any.
Actions that are useful in these circumstances are:
Avoid escalating the problem or behaviour (avoid shouting, cornering the person, moving into the
person’s space, touching or grabbing, sudden responses, anger)
Maintain calmness, respect and detachment (use a serious measured tone, choose language
carefully, be matter of fact, avoid responding emotionally)
Approach the person in a non-threatening manner (move slowly, speak privately, stay calm,
establish eye contact (if appropriate), acknowledge cooperation, maintain an exit path)
Follow through (redirect attention to appropriate behaviour, check that situation is resolved)
Debrief (help the student understand the sequence of events (after appropriate time), assist
person to identify learning from these events)
There are circumstances where physical intervention is necessary. Legitimate use of physical
intervention may occur where non-physical interventions have been exhausted and the person is
physically assaulting another person or posing an immediate danger to him/herself or others. Physical
intervention should only be used where the risk of injury from intervention is low. It should only be used
to ensure that our school’s duty of care is met.
Physical intervention may involve separating people, leading a student by the arm, shepherding a
students, removing potentially dangerous objects and in more extreme circumstances, by using more
forceful restraint.
Physical restraint should not be used:
As a form of punishment
Where a less severe response can effectively resolve the situation
In response to property damage, refusal to comply, verbal threats or leaving (unless direct danger is
posed).
Instances of physical intervention are formally documented.
42

Consequences for unacceptable behaviour
We want our students to remember and learn positive behaviours. Therefore our approach and the application of
consequences, in the first instance, is an educational process.
The following behaviours are unacceptable at Kenmore State High School. The consequences and behaviour
have been determined with a focus on natural justice principles. Still, every case will have the particular
circumstances considered. Where there is a choice of consequences and/or extenuating circumstances, the
Principal will make the final determination.
Behaviours
Inappropriate classroom
•
Consequences
(These processes are not necessarily in the order in which action is taken.)
The teacher will employ a range of strategies to re-engage the student in
behaviours
learning. Where the student does not respond to these strategies, the teacher
will take steps to ensure that the learning of others is not disrupted and the
student receives the support they need to choose to re-engage. This support
may include: counselling, learning support, detention, making up time, Working
It Out form with follow up, daily monitoring,
planning, referral to support staff
contacting parents, individual
Damaging/destroying
(or intent to damage or
•
•
Parent / caregiver will be notified.
Student will repair / rectify damage in own time and at own or parent’s /
destroy)
•
caregiver’s expense and possible suspension/exclusion.
Student will undertake school community service or detention / withdrawal for a
Minor damage period of time determined by member of administration.
• The student may be suspended or excluded from school.
Major damage • Major damage will result in referral to police.
Stealing (or intent) • The student will be referred to a member of Administration.
• If the matter is deemed serious, the parent / caregiver will be notified.
or • The student will be required to restore property or make restitution to the owner.
• The student will undertake detention or withdrawal for a period determined by
Interfering (or intent) with
the property of others
•
member of Administration.
The student may face suspension or exclusion from the school particularly if the
student is a repeat offender.
• Police will be contacted if necessary.
Litter
Whether dropped by an
individual or surrounding a
•
•
•
Student/s will be requested to pick up litter.
Refusal to comply with request will be regarded as disobedience.
Staff will attempt to ‘work it out’ with student/s. If this fails the student will be
group of students
Inappropriate Language
•
placed on Friday detention or given a lunchtime environmental-related duty.
Attention will be drawn to the language used and the student asked to
Incidental •
•
recognise the inappropriateness of it.
The student will apologise to the offended party.
The student may be asked to move away, do community service or detention.
Deliberate or persistent • Possible suspension.
Inappropriate behaviour / • The normal consequences for the inappropriate behaviour / dress will be
dress on trips / camps / implemented where possible.
excursions / work
experience
•
•
If dress is deemed inappropriate, the student will be asked to change.
Depending of the nature of the inappropriate behaviour/dress the student may
be sent home at the parent’s / caregiver’s expense. The parent / caregiver will
•
be notified of the action as will a member of Administration.
Depending on the nature of the inappropriate behaviour the student may be
excluded from attending further trips/camps/excursion for a period determined
Wilful disobedience
•
by a member of Administration after consultation with all parties concerned.
Continued failure to comply with a reasonable request or instruction will result in
Late to school
•
either suspension, exclusion, or cancellation of enrolment.
The student’s name will be recorded on file at the office and a late slip will then
be issued. Students will not be admitted to class without a late slip Students
•
who arrive at 9:00am or later will be marked absent for half a day.
The relevant administrator will follow up with students who are late on more
•
than two occasions in any one month.
Parent/caregiver of persistent offenders will be contacted. A meeting will take
place to develop a support strategy to address persistent lateness. Students
may face detentions, withdrawal of certain privileges and daily monitoring.
• Documentation of persistent lateness will appear on reports/references.
43

Behaviours
Leaving school grounds
without permission/pass
•
•
•
•
•
Consequences
(These processes are not necessarily in the order in which action is taken.)
The Year Coordinator or member of administration will be informed.
Parent/caregiver will be notified.
The student will be placed on a Daily Report Sheet for a minimum of one week.
The student may spend their breaks under the supervision of the Year
Coordinator or the appropriate member of Administration.
Persistent offences will be treated as disobedience.
Truancy
Harassment/Threats –
Verbal, physical, sexual,
racial, and bullying
(including cyber-bullying)
Inappropriate use of
technology
Inappropriate email use eg,
offensive language
Visits to inappropriate Internet
sites or downloading of
inappropriate material. Eg.
pornography
Upload of inappropriate files to
network OR installation of
games on network OR local
computer hard drive or installing
an alternative operating system
Attempts to gain unauthorised
access to any part of the
Network systems (eg. Use of
another’s login)
Attempts to gain unauthorised
access to any part of the
Network systems eg. Via
hacking, ‘spyware’ or other
“backdoor” methods (eg USB)
OR the use of the teacher or
network manager logins OR
copying and/or misuse of school
data.
•
•
•
•
•
•
•
Parents / caregivers will be notified by the Year Level Coordinator or Rolls aide
of extended periods of unexplained absence from school by the student.
Parents / caregivers will be notified as soon as practical if a student is
suspected of truanting.
The student will be required to make up lost time. Students may face detention
or supervised breaks.
Student may be placed on a daily report sheet.
QSA attendance requirements and Youth Allowance requirement will be applied
to post-compulsory students.
Cancellation of enrolment may occur for post compulsory age students.
Intervention will be sought for compulsory school aged students who are
chronic truants.
Students will be made aware of school policy.
Student will complete a process to work through their behaviours and this may
be recorded on the behaviour database
Students may be withdrawn from classes or breaks for a specified number of
days.
Parent/caregiver will be notified.
Possible suspension/exclusion from school may occur.
Parents will ensure that inappropriate materials are removed from public view or
from the internet or any electronic device.
Mediation, detention, reparations can be expected.
Possible referral to police.
For all students, the provisions of the Department of Education Sexual
Harassment Policy /Anti-discrimination Act (1991) apply. (Students are
reminded that they could be charged under the above Acts.)
We do not tolerate bullying or cyber-bullying.
•
•
•
•
Students may be removed from internet access (typically for a first offence – 1
week, second offence – 4 weeks, 3 rd offence – semester), have limitations
placed on network access, be required to provide restitution or pay for repairs,
removed from the subject, placed on Friday detention and/or be suspended or
excluded. Parents will be notified.
Files will be removed without notice where necessary.
Minimum of long withdrawal of internet rights and Friday detention.
Minimum of suspension, removal of network rights for minimum of a term and
possible withdrawal from the subject. Students who cause serious damage to
the network or to student learning as a result of interfering with the
network/computers can expect to be recommended for exclusion from Kenmore
State High School.
44

Behaviours Consequences
(These processes are not necessarily in the order in which action is taken.)
Smoking cigarettes in / If a student is caught smoking, he / she will be suspended for between 1 – 3
around the school grounds days.
If a student is caught for a second time, the suspension will be for 3 – 5 days.
If a student continues to smoke, he/she will face a 6 – 20 day suspension.
Similar consequences will
o c c u r i f s t u d e n t s a r e
smoking at a school activity,
in school uniform, or easily
identified as a student of
Kenmore State High School.
Possession of cigarettes
in/around school
grounds; while away on a
school organised
activity; whilst in school
uniform or while easily
identifiable as a
Kenmore State High
School student.
Supply of drugs on /
around school grounds;
while on a school
organised activity; whilst
in school uniform or while
easily identifiable as a
Kenmore SHS student
Possession of drugs or
drug implements in /
around school grounds
Similar consequences will
result if students are in
possession while away on a
school activity, inschool
uniform, or whilst easily
identified as a Kenmore
SHS student.
Use of illegal substances
(drugs or alcohol) on /
around school grounds
Similar consequences will
result if students use while
away on a school activity, in
school uniform, or easily
identifiable as a Kenmore
State High School student.
Failure to complete
assessment
Parking vehicles in School
grounds
Contacting media outlets
without the authorization
of the Principal
Students who are in the company of smokers can expect similar consequences.
If a student is suspected of being in possession of cigarettes, the student will be
escorted to a member of Administration (where possible) where he / she will be
requested to empty his / her bag.
If cigarettes are found in the student’s possession he / she will be suspended
for a period of 1 – 3 days. The cigarettes will be confiscated and parents/
caregivers notified.
Persistent offenders will face the same consequences as a student caught smoking
cigarettes for a second or third time.
Where this activity is suspected, the police will be informed.
Parents / caregivers will also be informed as soon as practical.
Students supplying illegal substances can expect to be suspended with a
recommendation for exclusion from Kenmore SHS.
Police will be appropriately involved.
Kenmore State High School does not tolerate drug supply.
If a student is suspected of being in possession of drugs or drug implements,
the student will be escorted to the office. Police and parents / caregivers will
then be called. Parents will be invited to the school as soon as practical.
Students in possession of an illegal substance or drug implements can expect
to be suspended with a recommendation for exclusion from Kenmore SHS.
Police will be appropriately involved.
Kenmore State High School does not tolerate drug possession.
If a student is suspected of being under the influence of an illegal substance
while at school the following will occur:
The student will be brought up to a member of Administration
Parents / caregivers will be notified as soon as practicable.
The student will be kept at school (separated from the rest of the student body)
until the influence or suspicion of influence no longer exists or the student will
be taken home by parents/caregivers while under the influence.
Where necessary, medical attention will be sought.
Police will be appropriately involved. The Administration will conduct an
investigation.
Students who are under the influence of drugs at school or have used drugs at
school can expect to be suspended with a recommendation for exclusion from
Kenmore SHS.
Kenmore State High School does not tolerate drug use.
Students should refer to the Kenmore State High School Assessment Policy.
Students may not park their motor vehicles in school grounds because of the
limited space available. All students who drive vehicles to school must register
all appropriate details with the school eg model, colour, registration number,
name of driver, names of passengers etc. Students who park their vehicles in
school grounds will be asked to move it.If students continue to park their
vehicles in school grounds the matter will be referred to parents and / or police.
Students who contact or supply information to media outlets (or facilitate this)
and this results in harm to students/staff or negative publicity for the school can
expect to be suspended with a recommendation for exclusion from Kenmore
SHS.
45

Inappropriate use of • All mobile phones and other electronic devices must be turned off and out of
Mobile phones or sight in the classroom and outside of the class as the student is waiting to enter.
electronic devices in the Permission must be sought before any recording or photographing takes place.
classroom or outside the Students who misuse mobile phones or any electronic devices in the classroom
classroom waiting for a will have them confiscated by the teacher. Students may collect the phone from
lesson the office at a later time. Where a student repeatedly misuses a mobile phone
in or outside of the classroom the matter will be treated as wilful disobedience
or harassment.
Failure to wear school • Students will be asked to change into the correct uniform.
uniform • Students may receive a detention.
• Where the correct uniform is unavailable, we will negotiate a means of rectifying
the uniform and a suitably safe program for the day.
• Parents will be notified and arrangements made to address the concern.
• Persistent failure to wear the correct uniform will lead to an interview between
families and a member of administration to develop a suitable plan for adhering
to school policy.
Placing inappropriate or • Students will be instructed to remove the material from public view or the
abusive material about internet.
staff or school in a public • Parent/Caregivers will be notified.
domain including the • Students can expect to be suspended from school or suspended wit ha
internet. recommendation for exclusion from Kenmore SHS.
Dangerous behaviour • Students will be required to make the situation safe.
Eg. unsafe behaviour in • Items that are considered unsafe may be confiscated.
class, at school • Students may be suspended or recommended for exclusion if acting in a way
Eg.
weapon
Possession of a that endangers themselves or others, or has the potential to do so.
The network of student support
At Kenmore State High School we are committed to providing a supportive school environment where all members
feel safe and are valued. There are many people who will help students, no matter how big or small their concern
might be. We pride ourselves on being a student-centred school.
All students have access to the following staff and support staff whose roles are clearly articulated in the Student
diary
46

Related legislation
Commonwealth Disabilty Discrimination Act 1992
Commonwealth Disability standards for Education 2005
Education (General Provisions) Act 2006
Education (General Provisions) Regulation 2006
Criminal Code Act 1899
Anti-Discrimination Act 1991
Commission for Children and Young People and Child Guardian Act 2000
Judicial Review Act 1991
Workplace Health and Safety Act 1995
Workplace Health and Safety Regulation 1997
Right to Information Act 2009
Information Privacy Act 2009
Related policies
SMS-PR-021: Safe, Supportive and Disciplined School Environment
CRP-PR-009: Inclusive Education
SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools
SMS-PR-022: Student Dress Code
SMS-PR-012: Student Protection
SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions
ICT-PR-004: Using the Department's Corporate ICT Network
IFM-PR-010: Managing Electronic Identities and Identity Management
SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
Some related resources
National Safe Schools framework
http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/NSSFramework.pdf
National Framework for Values Education in Australian Schools (www.valueseducation.edu.au)
National Framework for Values Education in Australian Schools – Queensland
(www.education.qld.gov.au/curriculum/values/)
Bullying. No Way! (www.bullingnoway.com.au)
MindMatters (www.curriculum.edu.au/mindmatters)
School Wide Positive Behaviour Support (www.learningplace.com.au/deliver/content.asp?pid=24668)
Code of Conduct for School Students Travelling on Buses
http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome
47

Homework
The classroom is the place where much of the learning takes place.
However, real understanding is achieved when, outside the classroom, students:
revise the work introduced in class
test their understanding
apply their newly acquired knowledge / skills
extend their reading; and
summarise the information obtained in class or from the textbook
This additional work comes under the heading home learning.
Home learning comprises of:
set homework - this is negotiable and will be checked by the teacher
revision of work covered in class or on any one day - revision involves more than just reading the
material - it involves note taking ie. looking for main ideas of the speaker / writer and then writing
them out in your own words - be concise which does not mean just writing down main headings but
includes the explanation and / or information - notes should be neat, orderly and legible and should be
a summary of the main facts
assignment work and / or test / exam preparation
Home learning provides students with an opportunity to work independently and develop greater
responsibility for their own learning.
For home learning to be effective students should:
have a regular routine and time
develop a weekly home learning planner (modify it after two weeks if there are problems)
have an area where they can learn without unnecessary distractions
have a short break every 45 - 60 minutes
focus on what they are doing
ask for teacher assistance if, after reading and thinking about a section of work, they still fail to
understand it
Recommended times for home learning:
Middle School (ie. Years 8 - 10) 1.5 - 2 hours per week day
Senior School (ie. Years 11 - 12) 3 - 5 hours at least four times per week and half a day on the
weekend
48

School Processes
Absences
If your student is absent from school please contact the school absence line on 3327 1577 on the day of absence. This
line is available 24 hours a day. Alternatively, you can email absences to absence@kenmoreshs.eq.edu.au. If your
student is absent for an extended period of time due to illness, or will miss an assignment or exam, it is vital that a
medical certificate is submitted to the office upon their return to school.
Lateness
If your student is late, they are required to come to the office and provide a parent note. Alternatively, have a
parent/caregiver contact the school to explain the lateness before the student presents at the office. Students are
provided with a pass to enter class, once their late arrival has been recorded. We actively discourage lateness as it
makes a major impact on key learning time and school communication processes.
Leaving Early
If your student has an appointment during the day for something that cannot be scheduled for out-of-school hours, or
has to leave school during the day, please write a note providing all details regarding the appointment. This note should
be presented at the office, so that the details can be recorded and a pass produced. Alternatively, please ring the
school prior to the event so that a pass can be produced for your student to collect. For unexpected events, requests to
collect students from their class will require adequate notification (e.g. 1 hour). Please do not contact student on their
Mobile Phone as all requests should come through the office.
Sickness
If your student becomes ill or sustains an injury during the day, we ask them to report immediately to the office. We
provide simple care or first aid. Parents are asked to collect students when they may require professional medical
assessment. Parents are asked not to send students to school when they are unwell. Students must not use their
mobile phone to contact parents directly, but rather sign into the sick bay and allow the office staff to contact their
parents.
Medication
If the student has to bring medication to school, the student must leave their medication with the staff in the office,
unless it is vital that they need to have the medication on their person. Full details must be provided to the office,
including written advice from a medical practitioner. Please be aware that we are unable to supply and administer
Panadol.
Details Change
If you change your address / telephone number (home, work or mobile) / email address please provide all the new
details to the staff in the office as soon as possible. We rely on this information in event of an emergency, so we
appreciate your advising us of all changes as they occur.
Lost / Found
We encourage the students to be very careful with their belongings. We advise students to leave valuables at home.
Students are also advised NOT to leave wallets or valuables in their bags. We also advise students to keep their bags
with them or in plain sight at all times. A limited number of lockers are available for use. In the event of a lost item the
student should check with the office as soon as possible. We ask students to hand in all found items to the office.
Excursions
The school runs a number of excursions to enrich the curriculum or provide for the broader development of students.
These dates are approved by the Parents & Citizens Association and published on the school calendar. Where students
are travelling out of the school a letter is provided to parents giving the details of the trip and a permission section.
Payments must be received on the specified payment dates listed on the excursion letter.
Insurance / Accident Cover
Parents are advised that the Department of Education Training and Employment (DETE) does not have Personal
Accident Insurance cover for students. DETE has public liability cover for all approved school activities and provides
compensation for students injured at school only when the Department is negligent. If this is not the case, then all costs
associated with the injury are the responsibility of the parent or caregiver. It is a personal decision for parents as to the
type and level of private insurance they arrange to cover students for any accidental injury that may occur.
49

Transport
Bus transport is available via Brisbane City Council bus services (You can visit their Website Transinfo
or Phone 131230) and Southern Cross Buslines (Timetables are available on
www.southerncrosstransit.com.au or Phone 07 38122520).
Information about transport assistance is available on the Queensland Transport website at:
http://www.transport.qld.gov.au/Home/Assistanceandservices/Schooltransport/Assistanceschemes/Forstudentsstas/.
This material covers eligibility for assistance with bus and rail transport. In general, assistance is
provided for students who reside more than 4.8km from the nearest state secondary schoo l. This
material also includes information for students with disabilities including the application process for
assistance.
Bicycle racks are available at each entrance of the school for students who wish to cycle to school.
Students should provide their own locking device to secure their bicycle and ensure that any removable
items are secure.
Drop off zones for car passengers are:
Mabb Street: Students may be dropped of either at the end of Mabb Street with a short walk
or at the drop off area before the school gate.
Paley Street: This quiet entrance allows for a short walk past the tennis courts and into the
school. This entrance is accessed by turning into Branton Street off Brookfield Road.
Brookfield Road: Student dropped opposite bus stop on Brookfield Road between Branton Street
and Aronia Street can take a short walk through a park to the enter the school near Mabb Street.
Dumbarton Drive: A drop off on Dumbarton Drive provides easy access to the school. In the
afternoons we separate bus and car students by asking parents to collect students on the left
side of the street (outbound) preferably between Lairg & Dumfries Street. We urge care either
side of the crest.
Aberfeldy Street: This entrance is not recommended as either a set down or collection point.
However, if necessary, a set down near the intersection of Aberfeldy Street and Orkney Street is
possible.
We encourage parents to find set down areas and collection points that involve a short walk from
the school. This eases congestion and provides for a little exercise.
Parking for student vehicles is in Dumbarton Drive and Mabb Street. Students vehicles are not
permitted in the school grounds.
We ask parents to refrain from driving through the grounds unless it is necessary to drop off large items
of equipment that cannot be carried. This helps us reduce the traffic within the grounds and therefore
reduce the risk of injury.
50

School Map
A Block
School Nurse
Guidance Officers
Computer Services
Teacher Aide Room
Head of Middle
School
International Student
Coordinator
B Block
Mathematics
C Block
Science
Maths
Science/Maths Staff
D Block
Office
Facilities Officer
E Block
Science
Maths
School officer (Grounds)
F Block
LOTE
School Chaplains
Work Experience
Activities Centre
Physical Education
G Block
English
H Block
Industrial Technology and Design
J Block
Social Science
K Block
Head of Special Education Services
TALS
N Block
Business Education
Head of Senior Schooling
P Block
Canteen
Uniform Shop
Book Shop
R Block
Food Science and Design
Resource Centre
Librarian
IT Support Technician
Head of ICT
Head of IT
T Block
Staff Centre
Q Block / Kenmore Arts Centre
Visual Arts and Media
Performing Arts (first floor)
Youth Support Worker
Kenmore State High School
P.O. Box 116, Aberfeldy Street, KENMORE QLD 4069
Ph: (07) 3327 1555 Fax: (07) 3327 1500
Email: office@kenmoreshs.eq.edu.au www:kenmoreshs.eq.edu.au
51

Notes
52