PRIMARY SCHOOL - St Luke's Anglican School

PRIMARY SCHOOL
PARENT HANDBOOK
2011

Staff 2
The Aims of the Primary School 3
Routines and Procedures 4
Teaching Philosophy 4
Hours and Attendance 4
Bell Times 4
Roll Marking 4
Student Absence 4
Leaving School 4
Lunch 4
Tuckshop - Morning Tea and Lunch 5
End of Day Procedure 5
Bicycles 5
Outside School Hours Care 6
Uniform 7
Student Courtesy Policy 8
Student Welfare 8
Behaviour Management 8
Responsible Thinking Centre 10
Worship and Assembly 12
Pastoral Care 12
Lost Property 12
Newsletter 12
Friday Afternoon Activities/Sport 12
The Open Door Policy 13
Health And Safety 14
Sickness, Accidents And First Aid 14
Medication 14
Infectious Diseases 15
Educational Programs 18
Mathematics 18
English 18
Science 18
Studies of Society and the Environment 19
Languages Other Than English (LOTE) 19
The Arts 19
Year 3 Strings Program 19
Physical Education And Sport 20
Information Technology 20
Religious Education 20
The Student Diary 20
Communicating With Parents 21
Differentiated Learning 21
Student Organisation 22
Student Reporting and Parent/Teacher Interviews 23
Homework 24
Co-curricular Activities 25
Contents
St Luke’s Anglican School
4 Mezger Street, Bundaberg Q 4670
Primary School Phone: 07 4132 7525
Middle and Senior School Phone: 07 4132 7555
Fax: 07 4132 7556
stlukes@stlukes.qld.edu.au
www.stlukes.qld.edu.au
CRICOS: 01317D
1

Principal
Head of Primary School
Head of Campus
Head of Middle School and Curriculum
Director of Marketing and Development
Chaplain
Business Manager
Operations Manager
Assistant to the Principal
Assistant to the Head of Primary
Assistant to Head of Campus and Head of Middle School
Mr Martin Oates
Mr Allan Davison
Mr David Eke
Mr Nick Johnstone
Mr Craig Corpe
Rev’d Andrew Schmidt
Mr Phillip Hinds
Mr Trevor Jacobsen
Mrs Phyllis Asmus
Mrs Leonie Boreel
Mrs Sarah Lawson
Early Learning Centre
Mrs Nora Johnstone (Director/Pre-prep Teacher)
Mr Steven McKay (Pre-prep Teacher)
Mrs Karen Scutts (Kindergarten Group Leader)
Mrs Lena Busby (Early Learning Centre Assistant / Adminstration)
Mrs Janine Lawrence (Early Learning Centre Assistant/Group Leader)
Mrs Cheryle Betts (Early Learning Centre Assistant)
Mrs Robyn Dinsey (Early Learning Centre Assistant)
Mrs Wendy Gillard (Early Learning Centre Assistant)
Ms Renee Watson (Early Learning Centre Assistant)
Staff
Primary
Prep R
Prep W
Year 1B
Year 1J
Year 2G
Year 2K
Year 3H
Year 3B
Year 4W
Year 4H
Year 5S
Year 5J
Year 6C
Year 6F
Mrs Cathie Robinson (Mrs Trudi Zormann - Assistant)
Mrs Megan Warren (Ms Christine Modolo - Assistant)
Mrs Elizabeth Bester
Mrs Jane Bridges
Miss Holly Gatley
Mrs Karyn Gordon
Mrs Karla Hayhoe
Mr Christopher Bigg
Mrs Carol Wright
Mrs Kellie Hansen
Mr Ian Sinclair
Mrs Vickie Jacobsen
Mr Matthew Cathcart
Mr Matthew Farthing
Head of Differentiated Learning
Learning Support
Primary Receptionists
Primary Teacher Aides
Differentiated Learning Assistants
Mrs Christa Stone
Mrs Alison Haimes
Mrs Kerry Kennedy and Mrs Linda Marsh
Mrs Alison Pukallus, Mrs Kim Royan and
Mrs Neridah Peterson, Mrs Davina Johnson
Mrs Leeann Evans, Mrs Corrine Myers and
Mr Sid Domic
Specialist Teachers
Physical Education
Music
Japanese
German
Library
Year 3 Strings
Mrs Maryann Baren
Mrs Mary Maclean / Mrs Leanne Hutchings
Mr Nicholas Crook, Mr Matthew McKenzie
Herr Ron Preuss, Mrs Jane McRae
Mrs Darlene Hill
Mrs Amanda Roche
2

THE AIMS OF THE PRIMARY SCHOOL
The St Luke’s Anglican School Primary School encourages children to believe in
themselves and asks that they always give their best to tasks. The School seeks
to foster a positive and realistic self-concept, providing children with opportunities
to develop informed opinions about the values operating in our society. The need
for respect and tolerance of people, cultures and ideas is encouraged. Activities will
foster self-awareness by stimulating children to cooperate, share and understand
cause and effect.
The School strives to create and maintain a caring and safe environment, which relies
on positive interaction to promote the well being of each individual and group. Risk
taking is encouraged and accepted as an integral part of confidence and competence.
Children flourish in a welcoming and warm, emotional and social environment where
the individual is highly valued and sees him/herself as a unique and worthwhile
person. Such a learning environment fosters freedom of expression and respect for
the opinion of others. It helps children to make their own decisions, to do what they
believe to be right, while respecting the rights of others.
Curricular, resource selection and implementation of learning programs:
• are child centred and teacher guided
• are gender inclusive
• are focused on the whole child
• reflect the needs of the individual child
• are non-discriminatory.
The St Luke’s Primary School is a happy working environment where staff are
supportive of each other and work in a collaborative manner. The School and staff are
committed to on-going professional development. Cohesive team-work is encouraged
so that all staff feel fulfilled in their varying roles within the School, practise effective
communication with the School community and develop a mutual feeling of support
and respect.
The St Luke’s Primary School promotes harmony and involvement between children,
parents, staff and community as integral members of a partnership in education.
All parents are encouraged to participate in the development and maintenance of
community relationships with the School as the focus. It is hoped that all parents
recognise the need for their involvement and support of the School. Such support has
a positive effect on their children and is greatly appreciated by the School.
The Aims of the Primary School
3

TEACHING PHILOSOPHY
St Luke’s Primary School, while adopting a wide range of teaching strategies and
practice, is dedicated to a policy of developmental teaching. In essence, this means
that all teaching is aimed at meeting the unique abilities and interests of every student.
To this end, classrooms will be characterised by student initiative and choice, optimum
student participation, warmth and success.
Routines and Procedures
HOURS OF ATTENDANCE
Kindergarten
Pre-Prep
Preparatory
Years 1 – 6
BELL TIMES
7.30 am – 5.30 pm
9.00 am – 3.00 pm
8.30 am – 3.00 pm
8.30 am – 3.00 pm
Preparatory Years 1 to 6
Morning Session 8.30 am to 10.20 am 8.30 am to 10.20 am
Morning tea 10.20 am to 10.40 am 10.20 am to 10.40 am
Middle Session 10.40 am to 1.05 pm 10.40 am to 1.05 pm
Lunch 1.05 pm to 1.50 pm 1.05 pm to 1.50 pm
Afternoon Session 1.50 pm to 3.00 pm 1.50 pm to 3.00 pm
ROLL MARKING
Rolls and absentee sheets are marked by the class teacher. Parents are asked to
ensure that their children are always on time for the start of School. If your child is
late to School please ensure that you inform Primary Administration of their arrival.
If parents have not contacted the School regarding their child’s absence on a certain
day, they will be contacted so that the child’s whereabouts is known.
STUDENT ABSENCE
Parents of students who will be away from school on any given day should ring the
School before 8.30 am so that we can account for all students.
LEAVING SCHOOL
Children are not permitted to leave the School grounds during the day without a
parent or without the parent’s permission. Should a child need collecting during the
normal school day, parents are asked to sign their child out and, on the child’s return,
sign the child in. This is done at the Primary Administration Office.
LUNCH
All students eat lunch under the supervision of staff on duty. At all times students
must be seated with rubbish being put into bins after the end of the lunch eating bell.
Teachers on duty check the lunch boxes of the students in Preparatory to Year 1 to
ensure that the appropriate amount of lunch has been eaten.
4

Students must not share food or throw large amounts of food away. If lunches cannot
be eaten, the remaining lunch should be put back into the lunch box to allow you to
gauge what food your child has eaten.
TUCKSHOP - MORNING TEA AND LUNCH
The tuckshop is open at morning tea and lunch each day of the week. Tuckshop
monitors will collect order baskets from classrooms at the beginning of the School
day. The monitors will then bring the basket back to your room at the beginning of
morning tea and lunch.
Morning tea and lunch are to be ordered at the beginning of the day by placing the
correct money in a paper bag and writing the following information on the front. The
information on the front of the bag should include:
• student’s name and class, eg 3W
• whether it is a morning tea or lunch order
• the actual order.
The paper bag is then placed into the class tuckshop basket.
After eating lunch, students are free to go to the tuckshop to buy extra snack food.
This is not to be an opportunity to purchase lunch. This should be done through lunch
orders.
The tuckshop is out of bounds at all other times.
END OF DAY PROCEDURE
The day will conclude at 3.00 pm for all students. Parents may pick up their children
from the classroom at 3.00 pm.
After dismissing the students at 3.00 pm, a teacher will be on duty at both the
Upper and Lower Primary School car parks where Primary School students wait for
collection. At 3.30 pm the car park duty teacher will take any remaining students to
the after school care facility where they will wait for their parents to collect them. If
students use the after school care facility, parents will be charged for this service.
All students catching buses will need to move to the main car park. All students must
go home in full school uniform.
BICYCLES
Students riding bicycles to School are the responsibility of parents. The age of
children, the distance to be covered and the path to be taken should be taken into
account before a child undertakes this activity. The School is to be informed of any
students who ride a bike to School.
Routines and Procedures
Students who travel to School by bicycle must wear the approved safety equipment
and bicycles must be in roadworthy condition. Students not fulfilling the safety
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equirements will not be allowed to travel by bicycle until these requirements are met.
Students traveling by bicycle must wear full school uniform except for the School hat.
Students may wear their sports cap under their helmet.
Routines and Procedures
Bicycles should be locked in the bicycle areas. These areas are out of bounds during
the day. The School does not accept responsibility for loss or damage to bicycles. For
the safety of all children bicycles are not to be ridden in the school playground at any
time.
OUTSIDE SCHOOL HOURS CARE
Children making use of the Out of School Hours Care facility, whether it be a regular
or casual basis, must register and complete emergency contact details.
Before School Care
The before school care session starts at 7.30 am. Unless involved in supervised cocurricular
activities, Preparatory students who arrive at school between 7.30 am and
8.00 am must go to before school care in the Early Learning Centre. Students will be
escorted to classrooms between 8:15 and 8.30 am by a staff member.
After School Care
After school care starts at 3.00 pm. Unless involved in afternoon supervised cocurricular
activities, students should meet the After School Care Coordinator under
the Primary Sails once being dismissed from class. The roll will be marked at this time.
The children will then be escorted to the Kindergarten facility to commence homework
and other organised activities.
Students who have not been collected from the car park area by 3.30 pm will need
to be brought back to the After School Care facility by the teacher on car park duty.
Parents will have to collect their children from this facility.
NB: Regardless of the length of time your child attends, the morning or afternoon rate
will be charged. No part session fees apply.
Please note that a late fee of $10.00 per 15 minutes will be charged for children not
collected by 5.30 pm.
The cost of this facility is available on request from the Early Learning Centre
Administration.
Before School Care
Morning Session 7.30 – 8.30 am
After School Care
Full session 3.00 – 5.30 pm
6

UNIFORM
1.The school uniform is worn on all school occasions, (including excursions, unless
it is deemed that the sports uniform is more appropriate for the activity). The uniform
should be worn totally and correctly. Hats must be worn at all times while not in the
classroom or the Multipurpose Purpose Centre. All other locations including verandas
and shaded areas require the hat to be worn.
2. Shoes must be black leather lace up which must be maintained in a clean and
polished condition. The School navy socks with green bands are to be worn with the
formal uniform. Girls are permitted to wear plain navy tights. Ribbed or patterned
tights are not permitted to be worn.
The polar fleece School jumper may be worn by students in Preparatory to Year 6.
The Primary School tracksuit pants maybe worn during the cooler months. Primary
students may wear the track suit top over the polar fleece jumper; however, they are
not be worn as the only jumper.
3. Girls can wear a small, plain pair of sleepers or studs (gold or silver only) of even
thickness (to be worn in the lowest holes in the ear lobes). A counter display of
jewellery conforming to this policy is available for perusal (to gauge size conformity
and colour) or for purchase at the School Uniform Shop. No additional ear jewellery
is allowed to be worn. Boys are not permitted to wear ear jewellery of any kind.
Students not conforming to policy will be asked to remove the item/s or in the case
of multiple infringements have the item/s confiscated.
A discretely worn religious cross and a watch, conservative in style and colour, may
be worn. No other jewellery is to be worn.
4. Hairstyle is an adjunct to uniform. Boys’ hair must be maintained above the collar.
Styles may be modern; however, shaved or tracked styles along with crew cuts, ridge
cuts, rats’ tails and long hairstyles are not accepted. Girls’ hair must be fully tied back
when close to shoulder length or longer. Fringes must not be able to fall forward into
eyes. Girls hair accessories (including ribbons, elastic bands, hair clips and ties)
must be navy blue, green, school tartan or black. A plain white ribbon may also be
used to tie hair back.
5. Hair is to be of the child’s natural colour. Dying of a child’s hair is not acceptable.
6. When students are changing they should do so during the breaks (ie before
School, morning tea, lunch). For example, if the Physical Education lesson is during
the morning session, students should change before School and then change back
at morning tea. Preparatory, Years 1 and 2 students wear their sports uniform to and
from School on their PE/sports days.
Routines and Procedures
7. All items of clothing should be clearly named.
8. Students wearing uniforms around town need to be in full uniform. The School’s
uniform should be worn correctly at all times. It demonstrates pride in the School and
the standards set by the School.
7

The Sport Uniform
All students in the Primary School will need to wear sports uniform (house {coloured}
shirt) for Physical Education lessons. Students in Preparatory to Year 2 wear their
sports uniform (house shirt) to and from School for Physical Education. Students in
Years 3 to 6 will need to change into sports uniform (house shirt) for Physical Education
and back into formal uniform before leaving the School.
Routines and Procedures
For Friday sport/activities, students in Years 1 to 3 wear their sports uniform (house
shirt) to and from School. Students in Years 4 to 6 wear their sports uniform (School
sports shirt) to and from School.
Students are permitted to wear the Secondary School tracksuit but only when in sports
uniform.
Note: This uniform policy applies to students from Preparatory to Year 6 only. Students
unable to wear the correct uniform should bring a note for the class or PE teacher.
STUDENT COURTESY POLICY
The standards expected of our students must be exemplary. One of the most important
ways that a St Luke’s student can ‘stand out’ is through courtesy.
These procedures are to be followed at all times.
1. On all occasions, in the classroom or outside, a student is to refer to a member of
staff by “Sir, Mrs / Miss” or by their name. This applies to all interactions. “Yes” is
not acceptable. The response will be “Yes, Sir” or “No, Miss” or “Yes, Mrs Brown”.
2. Students are to stand when a teacher or adult visitor enters a room.
3. Students are to stand back from a door to let an adult in or out first.
4. Preparatory to Year 6 students must travel through the School in two lines.
Courtesy should be a mark of a St Luke’s student around Bundaberg.
STUDENT WELFARE
Bullying exists in many different forms - physical, mental, verbal or emotional.
Bullying can lead to permanent emotional disturbance or worse. The School would
recognise a student’s welfare was at risk if a student felt that he/she was being
subjected to bullying of any nature.
It is, therefore, the intention of the whole School community that we do our utmost
to minimise bullying in its many forms. St Luke’s Anglican School encourages an
environment that allows the whole community to feel safe, secure and cared for.
BEHAVIOUR MANAGEMENT
The School respects the basic values of the home and promotes socially acceptable
behaviour based on the fundamental principles of: the right to learn/teach without
disruption; care and consideration for each other; care of the environment and
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property; and the right to feel happy and safe at all times.
The School has a Behaviour Management Policy, which states that children are
responsible for their own behaviour. The policy outlines various steps through which
a child progresses, depending on the type of misbehaviour.
Communication with parents is always made when the child’s behaviour indicates
that this is necessary. Parents are requested to inform the teacher or Head of
Primary when a child’s school work or behaviour might be affected in some way by
circumstances not known to the School (serious illness in family, separation and so
on).
Routines and Procedures
9

RESPONSIBLE THINKING CENTRE (RTC)
Purpose
Routines and Procedures
To enable teachers to request a lunch-time withdrawal for children who have repeatedly
performed misdemeanours and for incidents of fighting/bullying or dangerous
behaviours in the playground before and after School or for not completing work in
class or homework.
Procedures
• the RTC will operate every day of the week for the second half of the lunch session;
• one classroom from Years 4, 5 or 6 will be utilised with 1 teacher supervising the
second half of lunch;
• teachers will inform the parents of a child’s detention through student diaries;
• records will be kept in the Primary Office regarding name, reason for removal from
lunch play and what the child is to do (behaviour plan, homework etc);
• a Friday afternoon detention will be given to students who have visited the RTC
for behavioural reasons 3 times in the week or for visiting the RTC 4 times within
a term;
• If a child visits the RTC room for five or more times in a term, the parents will be
contacted and an interview regarding the child’s behaviour will be held.
Blue Spots – Good Behaviour
Children will be rewarded with a blue spot sticker for exceptionally good behaviour/
work performance. The spot will be placed into the child’s diary along with a brief
comment and signature from the teacher.
Upon receiving 10 spots in the term, the child will receive an achievement certificate
on Assembly in recognition of their excellent behaviour.
Red Spots – Inappropriate Behaviour
Children receive a red spot sticker, comment and signature in their diary for any
inappropriate behaviour/misdemeanour.
Children who receive 4 red spots in a week will be given a lunch time detention at the
RTC.
10

STUDENT RESPONSIBILITIES
The development of responsible behaviour in the Primary School is considered
essential in the development of self-esteem and confidence. Teachers should take
advantage of many areas that expose the students to undertaking roles of responsibility
both in and out of class.
There are a number of different levels of responsibility open to students in the Primary
School. During a child’s time at St Luke’s, it is hoped that all children will be given the
opportunity to experience these different levels of responsibility. These levels may
include:
1. Activity Monitors/Helpers: Students can be provided a range of opportunities
during class activities and group work. Roles including recorder, presenter, buddy,
peer tutor, etc provide students with valuable group responsibility skills.
2. Classroom Monitors: Daily/Weekly tasks provide students with opportunities to be
responsible for the maintenance of the classroom on which the effectiveness of
the whole class depends.
3. A responsibility given to students in Year 3 involves:
• raising/lowering the flag
• assist the Head of Primary with assembly
4. Year 6 Monitors: Year 6 students will be involved in undertaking tasks that assist
in the effective operation of the Primary School. These children will receive public
recognition for undertaking these tasks which could include:
• assisting the Head of Primary with assembly
• lost property
• playground help
Children assist in these tasks on a rotational basis.
5. House Leaders: These children will assist with any academic, cultural or service
house activity.
6. Chapel Leaders: Two or three Year 6 students are chosen as Chapel Leaders each
semester. These students assist the School Chaplain during Primary Worship and
school liturgies.
Routines and Procedures
11

WORSHIP AND ASSEMBLY
Routines and Procedures
Each class attends one service and one formal assembly each week. Worship is
conducted by the Chaplain, and students are encouraged to be active in their worship.
Many of the assemblies are planned and conducted by the children. Assemblies feature
group singing, reports from children, displays of work and general announcements.
All children attend as regular school gatherings create a cohesive school community
and maintain a heightened school spirit. Parents are welcome to attend.
PASTORAL CARE
Pastoral Care lessons are held once a week for students who are in Years 1 to 6
and provides an opportunity for children to develop as an individual with a focus on
self-esteem, social skills and mental health. The students from Years 1 to 6 may be
vertically streamed for sections of their Pastoral Care lessons.
LOST PROPERTY
Lost property is located in a box outside the Primary Teacher Assistants’ Room. A
second container is located in Upper Primary in the Year 5S classroom. Children are
encouraged to check this bin regularly. Unclaimed lost property is donated to charity
at the end of each term.
All items of clothing should be labelled so that lost property can be returned promptly,
avoiding unnecessary expense for parents.
NEWSLETTER
As a frequent form of communication with parents, the newsletters are very important
publications. The Primary Pipeline features items of news, important dates, awards
and other interesting and informative articles. This is published every second Friday.
The whole of school newsletter, Life @ St Luke’s, contains information about full
school activities and is also published once a fortnight, on the alternate Friday from
the Pipeline.
In an effort to promote responsible environmental practices, these newsletters are
preferably distributed via email, so we would appreciate you updating the School of
any changes to your email address.
FRIDAY AFTERNOON ACTIVITIES / SPORT
There are two sessions of Friday Activities
Years 1 - 3
afternoon session
Years 4 – 6 afternoon session
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THE OPEN DOOR POLICY
The Primary School has an open door policy for parents. This means that parents
of students in Preparatory to Year 6 have access to their child’s classroom every
morning from 8.15 am.
Parents gain the greatest insight into their child’s education by actually being a
part of the learning process. This policy allows for this to happen and, as a result,
we recommend it to you. The open door policy also plays a big part in offering our
students the best developmental program possible.
It is envisaged that parents taking advantage of this opportunity do so with the aim
of helping students in the class. The open door policy is an effective educational
tool. The parent’s role is to assist the class teacher in activities such as listening to
reading, making simple teaching resources and helping with “busy” activities such as
Art or Science.
Routine and Procedures
13

SICKNESS, ACCIDENT FIRST AID
Information of a child’s health status (eg epilepsy, diabetes) should be provided at
enrolment. If this information needs updating due to changed circumstances, it is
most important that the new information is provided to the School.
Health and Safety
For their own comfort, as well as the comfort of other children, sick children should
be kept at home. Should a child become ill at school or has an accident he/she will
be cared for and parents will be contacted to make arrangements for the child to go
home. If a child suffers a serious accident necessitating emergency medical care, he/
she will be transported by ambulance to hospital or taken to a doctor. A staff member
with First Aid qualifications will render initial treatment.
MEDICATION
Paracetamol is kept at the Primary Administration Office and may be administered to
students should this be seen as necessary. Prior to administering the paracetamol, the
student’s file will be checked to ensure that the parents have given authority for this.
Where the file does not indicate that the parents’ approval has been given in advance,
paracetamol will not be administered. Please ensure that your child’s records are kept
up to date.
Students who have a chronic condition, such as diabetes or asthma or have an
allergic reaction to stings or specific foods, are required to have a Medical Action/
Management plan to be attached to the student’s file. It is advisable for students to
carry their own glucose or Ventolin in the original container, marked with the student’s
name and with the pharmacist’s instructions clearly shown. Students who have the
potential to anaphylaxis should have an EpiPen in the classroom which should be
taken with them when leaving the classroom.
Reception staff will hold medication on a student’s behalf provided it is in the original
container, marked with the student’s name and with the pharmacist’s instructions
clearly shown and a Record of Administation of Medication form has been completed
at the Primary Office. Every endeavour will be made to ensure that the medication is
administered at the times specified on the container. Out of date medication will not
be administered.
14

Infectious Diseases Exclusion from School
The Health Authority supplies the following information regarding exclusion from
school for the more common communicable childhood diseases –
Disease Exclusion of Case (person with
infection)
Chicken Pox
Exclude until all blisters have dried.
Usually at least 5 days after the rash first
appeared in un-immunised children and
less in immunised children.
Cold Sores
Conjunctivitis
Young children unable to comply with good
hygiene practices should be excluded
while sores are weeping. (Sores should be
covered with a dressing where possible).
Exclude until discharge from eyes has
ceased unless non-infectious conjunctivitis.
Exclusion of Contacts 1 (person exposed to
the case with infection)
Any child with an immune deficiency (ie
leukaemia) or receiving chemotherapy or
immunosuppressive therapy may require
preventive immunoglobulin and/or exclusion for
their own protection. Otherwise not excluded.
Not excluded.
Not excluded.
Cytomegalovirus (CMV) Exclusion not necessary. Not excluded.
Diarrhoea 2 (including
amoebiasis, campylobacter,
cryptosporidium, giardia,
rotavirus, salmonella, shigella
and viral gastroenteritis, but
not norovirus - see separate
section)
Exclude until there has not been a loose
bowel motion for 24 hours.
Exclude staff whose work involves food
handling until they have not had any
diarrhoea or vomiting for 48 hours.
If there are more than 2 cases with loose
bowel motions in the same centre or a
single case in a food handler, notify your
nearest Population Health Unit.
Not excluded.
Diphtheria 3
Enterovirus 71 (EV71)
Neurological Disease
Glandular Fever
(Epstein-Barr virus (EBV),
mononucleosis)
Haemophilius influenza type
B (Hib)
Exclude according to Population Health
Unit requirements
Written medical clearance is required
confirming the virus is no longer present in
the child’s bowel motions.
Exclusion is not necessary.
Exclude until child has received appropriate
antibiotic 4 treatment for at least 2 days.
Written medical clearance from doctor or
Population Health Unit is required to return
to child care or school, confirming child is
not infectious. 5
Excluded. All contacts (regardless of their
vaccination status) should have nose and throat
swabs taken, receive prompt antimicrobial
prophylaxis and be examined daily for 7 days
for evidence of disease.
Not excluded.
Not excluded.
Not excluded.
Hand foot and mouth Exclude until all blisters have dried. Not excluded.
Head Lice
Exclusion is not necessary if effective Not excluded.
treatment is commenced prior to the next
attendance day (ie the child does not
need to be sent home immediately if lice
is detected).
Hepatitis A 3
Exclude until at least 7 days after the onset Not excluded.
of jaundice or illness. Written medical
clearance from doctor or Population Health
Unit is required to return to child care or
school, confirming child is not infectious.
Hepatitis B Exclusion not necessary. Not excluded.
Hepatitis C Exclusion not necessary. Not excluded.
Human immunodeficiency Exclusion not necessary.
Not excluded.
virus (HIV/AIDS)
Influenza and influenza-like
illness
Exclude until well.
Not excluded.
Health and Safety
15

Health and Safety
Disease Exclusion of Case (person with
infection)
Measles 3
Exclude until at least 4 days since the
onset of rash. Written medical clearance
from doctor or Population Health Unit is
required to return child to care or school,
confirming child is not infectious. 5
Meningitis (bacterial)
Exclude until well and has received Not excluded.
appropriate antibiotics. 4
Meningitis (viral) Exclude until well. Not excluded.
Meningococcal infection 3 Exclude until child is well and has received Not excluded.
appropriate antibiotics. 6 Written medical
clearance from doctor or Population Health
Unit is required to return child to care or
school, confirming child is not infectious. 5
Molluscum Contagiosum Exclusion is not necessary. Not excluded.
Mumps Exclude for 9 days after onset of swelling. Not excluded.
Norovirus
Exclude until there has not been a loose Not excluded
diarrhoea or vomiting for 48 hours.
Parvovirus (erythema
infectiosum, fifth disease,
slapped cheek syndrome)
Exclusion not necessary.
Not excluded.
Pertussis 3 (whopping cough)
Poliomyelitis 3
Ringworm/tinea/scabies
Roseola (sometimes referred
to as ‘baby measles’)
Rubella (German Measles) 3
Exclude until child has received 5 days of
appropriate antibiotics 4 or for 21 days from
the onset of coughing. Written medical
clearance from doctor or Population Health
Unit is required to return child to care or
school, confirming child is not infectious. 5
Exclude for at least 14 days from onset
of symptoms and case has recovered.
Written medical clearance from doctor or
Population Health Unit is required to return
child to care or school, confirming child is
not infectious. 5
Exclude until the day after appropriate
treatment has commenced.
Exclusion not necessary.
Exclude until fully recovered or for at least
4 days after the onset of rash.
School Sores (impetigo) Exclude until appropriate antibiotic 4
treatment has commenced (sores on
exposed areas must be covered with a
watertight dressing).
Streptococcal sore throat
(including scarlet fever)
Exclude until well and has received
antibiotic 4 treatment for at last 24 hours.
Exclusion of Contacts 1 (person exposed to
the case with infection)
Immunised and immune contacts not excluded.
Un-immunised contacts of a case are to be
excluded until 14 days after the first day of
appearance of rash in the last case, unless
immunised within 72 hours, or receive an
immunoglobulin injection within 7 days, of first
contact during the infectious period with the
first case. All immunocompromised children
and staff should be excluded until 14 days after
the first day of appearance of rash in the last
case.
Contacts that live in the same house and
contacts in the same child care room as the
case, and have received less than 3 doses
of pertussis vaccine, are to be excluded from
child care/school until they have had 5 days of
appropriate antibiotics, If antibiotics have not
been taken, these contacts must be excluded
for 14 days after their last exposure to an
infectious case.
Not excluded unless considered necessary by
Population Health Unit.
Not excluded.
Not excluded.
Not excluded (female staff of childbearing age
should check their immunity to rubella with their
doctor).
Not excluded.
Not excluded.
Thrush (candidiasis) Exclusion not necessary. Not excluded.
Tuberculosis (TB) 3 Written medical clearance from Not excluded.
Queensland Tuberculosis Control Centre
to return child to care or school, confirming
child is not infectious.
Typhoid 3 , paratyphoid Exclude from child care/school/food
handling and health care workplaces
until there is written medical clearance
from doctor or Population Health Unit
confirming child is not infectious and has
met Population Health Unit requirements.
Not excluded unless considered necessary by
Population Health Unit.
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Disease Exclusion of Case (person with
infection)
Whooping cough (pertussis) See pertussis. See pertussis.
Worm Exclude if loose bowel motions present. Not excluded
Exclusion of Contacts 1 (person exposed to
the case with infection)
1
The definition of ‘contact’ will vary between diseases and is sometimes complex.
If concerned, contact your local Population Health Unit.
2
Diarrhoea: the definition is 2 or more consecutive bowel motions that are looser
and more frequent than normal.
3
Doctors should notify the local Population Health Unit as soon as possible if
children or staff are diagnosed with these conditions.
4
Appropriate antibiotic treatment: the definition will vary between diseases. If
concerned, contact your local Population Health Unit.
5
Observing the exclusion period meets the intent of the Public Health Act 2005 for
a person to be not infectious.
6
For meningococcal infection, appropriate treatment is the use of rifampicin,
ciprofloxacin or ceftriaxone and this will meet the intent of the Public Health Act
for a person to be not infectious.
Nearest Population Health Unit - Hervey Bay - 07 4120 6000.
Health and Safety
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MATHEMATICS
The Primary School is committed to the creation of a positive learning environment
in Mathematics emphasising confidence and enjoyment as well as competence and
understanding. Positive attitudes, real-life experiences, a sound curriculum and access
to concrete materials underpin a sound mathematical program and give children the
strategies and knowledge they need to deal with all the mathematical issues that
constantly arise in their lives.
Educational Programs
Mathematics is integrated throughout the School curricula in many ways and the
children are encouraged to explore a variety of methods and solutions as they pose and
solve problems, including using mathematical models, calculators and computers.
The Primary School is committed to implementing a program based on the teaching
of the basics of Mathematics as well as developing problem solving skills and this
is reflected in the selection of a range of resources. By the end of Year 6 we expect
children to show proficiency in number, patterns and algebra, measurement, chance
and data and space.
ENGLISH
In the Primary School students learn English, learn through English and learn about
English through speaking, listening, reading, viewing and writing.
Language is fundamental to communicating, learning and thinking. In exploring and
using English literature and other texts, students develop, maintain and express their
identity, organise their thoughts, learn about their physical and cultural environment,
and appreciate and contribute to their society. The study of English also promotes the
appreciation and lifelong enjoyment of literature.
The development of literacy skills is a lifelong process. The role of the School is to
continue the language learning children have begun before school and to help them
to become proficient users throughout their lives.
Again, the teaching of the basics is considered a very important part of English and
to facilitate this, the St Luke’s school-based English program has a basics component
to it.
SCIENCE
The Primary School desires its children to develop enquiring minds and a positive
attitude for exploring and interpreting the environment.
The aims of the Science program are to ensure:
• children enjoy Science and develop their skills at their own rate within a safe
environment;
• the acquisition of actual knowledge, concepts, skills and attitudes which can
have both a present and a future influence on a child’s ability to cope with the
environment;
• interesting, exciting and relevant experiences are presented in order to generate a
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lifelong interest in the environment and develop aesthetic awareness;
• children become scientifically literate so they are equipped to make informed and
responsible decisions;
• that science education empowers children in a dynamic world enabling them to
manage and initiate change.
STUDIES OF SOCIETY AND ENVIRONMENT
We live in a rapidly changing, complex society and Social Studies encourages children
to understand their own social and environmental worlds.
Children need to be given broadening experiences within the Social Studies framework
and the curriculum is made up of concepts such as environmental studies, geography
and politics, all of which contribute to a total view of society.
This curriculum area is concerned with:
• the whole person (including body, mind and spirit);
• the balance of thinking, feeling, valuing and acting;
• relationships between people, groups of people and the environment in local,
national and global settings;
• the impact of change of a social and ecological nature on individuals and society;
• learning from the past, investigating the present and shaping the future.
• assignment writing
The Social Studies program will emphasise the development of skills, concepts,
knowledge and understandings, values and attitudes, involvement and action.
LANGUAGES OTHER THAN ENGLISH (LOTE)
The Primary School offers a language based Japanese and German Program.
Preparatory to Year 5 learn Japanese and all students commence German in Year
4 and this continues through the primary years. Students in Year 6 make a choice
between learning either Japanese or German.
Children are encouraged to become proficient with basic language and are also
provided with instruction on the geography and culture of this country. Children
continue with their LOTE studies in Middle School.
THE ARTS
The Arts take the form of music, visual arts, and drama. It is essential that all children
have continuous experiences in the Arts throughout their schooling because the arts
help develop the whole child by providing a means whereby children reconstruct and
assimilate their view of the world.
Educational Programs
Through the arts, children engage in experiences, which will enable them to create,
communicate and appreciate.
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YEAR 3 STRINGS PROGRAM
The Year 3 Strings Program allows for members of Year 3 to undertake violin/cello
tuition for twelve months. Tuition costs are part of your school fees, while the violins
are hired from the School for a minimal charge. This program has proved highly
successful in the School and it allows students the opportunity to learn an instrument
at an early age. Students have the option of continuing with violin/cello in the year
after or perhaps changing to a different instrument.
Educational Programs
PHYSICAL EDUCATION AND SPORT
Regular vigorous activity contributes positively to children’s health. Research has
shown that a well-developed Physical Education and Sport program can enhance
learning as well as helping children: become fitter and healthier whilst developing their
tendency to play and explore, refine skills of body management, develop confidence
and competence in movement, improve self-confidence and social competence and
become more able to cope with stress.
The Physical Education and Sport program provides experiences, which reflect
variety, vigour, vitality, challenge, and achievement. The emphasis of the program
is on enjoyment, skill development and teamwork. Community resource people are
often used to assist in skill development lessons.
INFORMATION TECHNOLOGY
The use of Information Technology has become increasingly important in education
over the last decade. The Primary School endeavours to provide all children with
opportunities to become competent in the use of technologies. Computers are viewed
as important and useful learning tools which can be used to enhance learning across
many curriculum areas. Students have access to computers, and a range of other
technologies in each Preparatory and Primary classroom.
ETHICS AND FAITH
At St Luke’s Anglican School, all students in all year levels have an Ethics and Faith
class every week. Through stories, music, art, drama, symbols, prayers and ritual
students learn about our God and the great love he has for each of us. Students are
challenged to look at what they believe, how they live and connect this to the life and
example of Jesus Christ as recorded in Holy Scripture. It is from this understanding
that every week students also gather for worship where they, as one community
celebrate our faith and our hope.
THE STUDENT DIARY
There are two student diaries operating in the Primary School. Preparatory to Year 3
students use the “My Hometime Workbook” and students in Years 4 to 6 use the St
Luke’s Student Diary.
As well as being a record for homework, both the “My Hometime Workbook” and the
student diary are designed to facilitate communication between teacher and parent
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and should be used in this way. Parents should sign the diary each night in receipt of
home reading and other homework.
Students should carry the student diary to all classes.
Students are required to enter all homework, daily reminders, music instrument
tuition times and coming school events. Each week’s entries should be set up in
advance. Students should be encouraged to keep their diary neat and tidy at all times.
Appropriate size of writing should be stressed as well as the types of entries. For
example students should not be writing notes to other students or large graffiti styled
words/lettering inside or on the front of the diary.
Parents are asked to check the student diary every night and sign it each week to
acknowledge that their child has satisfactorily completed the set homework. The
classroom teacher will check each student’s diary at least once during each week as
well as acknowledging all correspondence from parents. All other sections of the diary
should be filled in correctly at the appropriate times.
COMMUNICATING WITH PARENTS
Close and effective two-way communication between the School and the home is
vital to the educational process. Parents are encouraged to contact the School and
make an appointment if they wish to talk to their child’s teacher or whenever a concern
arises. Parents are always welcome to visit the School.
The main forms of communication from school to the home include:
• the fortnightly newsletter (Primary Pipeline)
• Life@St Luke’s newsletter (alternate fortnight)
• The St Luke’s Way (a quarterly school publication sent home to all families)
• parent/teacher interviews
• informal gatherings such as information sessions
• formal written reporting
• information evenings
• P & F meetings and functions
Communication with parents is made when a child’s progress or behaviour indicates
that this is necessary. Likewise, it is very important that parents contact the School
whenever anything occurs in the home environment, which might affect their child’s
work. Parents are encouraged to speak with teachers about relevant issues.
DIFFERENTIATED LEARNING
Educational Programs
The differentiated learning teacher has a role that extends to all students with a
special need. This could be learning support, extension programs or other special
needs. As a part of the role of the learning support teacher, areas such as early
literacy intervention are accessed. Early literacy intervention uses specialised and
individual tuition in reading. As for other learning support of students, children are
selected for these programs according to class teacher referral and or appropriate
testing procedures with children in early childhood being targeted.
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STUDENT ORGANISATION
Students in the Primary School should be encouraged always to be well organised.
Being organised is essential for success and achievement.
Student workbooks and the student diary should be kept in good order and only the
appropriate entries made. It is important that students understand that graffiti and the
like are not appropriate. Teachers should keep a constant check on student tidy trays
so that these are always well organised.
Educational Programs
Parent support here is vital. Parents are asked to work with their children in this
matter.
Presentation of Work in the Primary School
1. All students are to have bound exercise books
Area and/or theme work
2. All exercise books must be covered in one of the following ways:
• plastic
• coloured paper
• plastic contact. (Books with the St Luke’s logo on the front cover should be
covered in clear plastic/contact.)
3. All exercise books must be labelled on the front cover with the following
information:
• student’s full name,
• class name,
• subject area or other book title.
4. All parts of the exercise books must remain free of any form of graffiti, stickers and
other materials. Students’ books should reflect the pride and enthusiasm shown
within each book.
5. Any damage to exercise books must be immediately reported to the relevant
teacher so that the book can be mended.
Setting out
1. Formal setting out is required in all student books. This will include:
• a margin on every page (border on picture pages).
• a date and a meaningful heading on each day’s work and / or on each new
section of work.
• all titles to be underlined.
• blank pages are not to be left. Students are to commence new work directly
after the previous work has been ruled off.
• errors should be corrected by using a rubber or by ruling a line through the
incorrect word(s). Liquid paper is not to be used, nor is it allowed at school.
• diagrams, tables and graphs are to be drawn in pencil and, where possible,
a ruler used.
• students up to Year 5 should be writing in pencil. Students in Year 6 may use
blue or black biro after permission has been granted by the class teacher.
• students should be consistently encouraged to write neatly and legibly at all
times.
• all work must be completed as intended by the teacher. Work that is unfinished
22

during the lesson time should be finished in the student’s time.
• margins, dates and titles are to be used as per the class teacher’s requirements
appropriate for each year.
• drafts are to be placed either under appropriate titles and the standard setting
out within the exercise book or on the student’s writing block.
Monitoring
1. Teachers actively and regularly monitor student workbooks. This involves correcting
and initialling work. Teachers sign weekly their students’ diaries. In doing so,
teachers check for the following:
• correct use of the diary,
• the daily recording of homework,
• the entering of dates each week,
• the daily signing of the diary by parents,
• the responding to teacher / parent communication,
• the general upkeep of the diary (no graffiti).
Parents’ support is vital in this area.
STUDENT REPORTING PARENT/TEACHER INTERVIEWS
It is the aim of the Primary School to establish a close relationship between the School
and parents so that meaningful communication is maintained at all times. Evaluation
and reporting is an on going commitment and for this reason, parents are invited to
make an appointment with their class teacher at any stage of the year. There are,
however, specific and formal reporting times throughout the year. They are as follows:
Terms 1 and 3
Formal parent / teacher interviews will be held at the end of Terms 1 and 3. These
interviews are designed so that parents and teachers can discuss the child’s
development in all areas of school life.
Terms 2 and 4
Detailed written reports on the progress of each child will be provided at the end of
Terms 2 and 4. Parents are invited to discuss these reports with the class teacher if
they wish.
Educational Programs
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HOMEWORK
In the Primary School, homework is set for the nights Monday – Thursday.
Homework activities will be of two types.
1. Specific Prescribed Activities:
These would range from Mathematics, tables, operations and some elementary
application of number to spelling and specific language activities such as grammar
revision, word study punctuation and derivation.
Educational Program
2. Consolidation of General Work:
These would range from projects to reading or research.
Homework is set weekly (Monday – Thursday) with the students recording their set
tasks in their Student Diary. Tasks are always clearly defined so as not to create any
confusion.
When homework is not completed, students need a letter or note from their parents
to explain the reasons that it could not be done. Parents will be contacted in the
event of inconsistency with homework.
Homework is a significant and important strategy in the teaching/learning process.
The teacher will set activities to consolidate recently covered learning experiences
and promote good study habits. Homework is also an effective tool in involving
parents in their child’s progress as well as sensitising them to the work covered in
the classroom. Further, it promotes the child’s academic and personal development
by exposing him/her to the opportunity of being able to work in another environment.
Years 1 - 3
Years 4 and 5
Year 6
10 to 15 min
30 to 40 min
40 to 45 min
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CO-CURRICULAR
Co-curricular activities include a variety of sporting, musical and cultural activities.
Sporting activities normally take place on Friday afternoons with interschool competition
taking place in Term 4. Music and cultural groups rehearse weekly but will perform
at different stages throughout the year. Teachers are sensitive to the standards and
expectations of students at all times.
Those students spectating any school sporting game must wear full school or sport
uniform. Students who are attending a School cultural function are required to wear
full school uniform.
The co-curricular program extends mainly to all students in Years 4 – 6 with some
activities involving the Years P – 3. Students will be able to participate in a wide
range of cultural and sporting co-curricular activities. Students should be encouraged
to participate in a wide variety of co-curricular activity. Once students have made
the commitment to be involved in an activity, attendance at the training/rehearsal
sessions and the competition is compulsory.
The School will keep each student’s record of co-curricular involvement.
YEARS 4 – 6 STUDENTS
Instrumental Music
St Luke’s offers a wide range of instruments that students in Years 4 to 6 can learn.
Students are involved in small group tutorials; and, if so desired, private lessons are
available to individuals keen to extend their ability. Those students taking private
lessons will be required to be involved in the tutorial sessions as well. Students will,
through their classroom music, be given “hands on” exposure to the various musical
instruments and, therefore, will gain enough knowledge to help them choose which
instrument they would like to learn. Instruments are available for hire through the
School.
Due to the early stage of physical development, students in Preparatory to Year 3 will
only be offered piano (private lessons) if tuition time is available.
Participation in a program such as this inevitably leads to being involved in one of the
many instrumental ensemble groups that the Primary School will be offering.
Co-curricular Activities
25