Information Handbook.pdf - Upper Mount Gravatt State School

Information Handbook
This booklet provides you with information about our school’s operations, activities,
expectations and facilities. Please take the time to read it through carefully. If you have any
comments or questions after doing d
so, please contact c
us. u
Derek Brady
Principal
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Information Handbook

Information Handbook
SCHOOL PARTICULARS
Address:
Telephone: 3421 3111
Fax No.: 3421 3100
Student Absence Line 3421 3160
Email: the.principal@upmtgravss.eq.edu.au
Pool: 3849 4665
Tuckshop/Uni-shop 3421 3118
Upper Mt Gravatt State School
1899 Logan Road
UPPER MT GRAVATT Q 4122
2010 VACATIONS and HOLIDAYS
Term 1
School Resumes:
Australia Day:
Easter Vacation:
Term 2
Student Free Day:
Labour Day:
Queens Birthday
Winter Vacation:
Term 3
Student Free Day:
Exhibition Holidays:
Spring Vacation:
Wednesday 27 January
Tuesday 26 January
Good Friday 02 April – Easter Monday 05 April
Tuesday 06 April – Friday 09 April
Monday, 12 April
Monday 03 May
Monday, 14 June
Monday 28 June – Friday 09 July
Monday, 12 July
Wednesday 11 and Thursday 12 August
Monday, 20 September – Friday 01 October
Term 4
Student Free Day:
Monday, 18 October
Summer Vacation: Monday, 13 December – Friday 21 January 2011
Bell Times
Early bell ............................8.30
Move to classrooms...........8.45
Session 1 start .................8.50
First break ........................11.00
Lining Up bell ...................11.25
Session 2 start ...............11.30
Second break.....................1.00
Lining Up bell .....................1.40
Session 3 start .................1.45
School finishes...................2.55
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Staff List
Administration
Principal ..........................
Deputy Principal ..............
B.S.M...............................
Admin Officer ..................
Office Support ……… …..
Teaching Staff
Prep.................................
Year 1 ..............................
Year 2 ..............................
Year 3 ..............................
Year 4 ..............................
Year 5………………...........
Year 5/6……………….. ......
Year 6………………...........
Year 7 ..............................
Specialist Teachers
Music...............................
Sport ...............................
Instrumental Music ..........
Library/IT.........................
ESL..................................
LOTE ............................
STL&N .............................
Special Needs..................
Literacy Support..............
GO...................................
Support Staff
Teacher Aides .................
Cleaners ..........................
Groundsman....................
Chaplain……………… .......
Derek Brady
Phillip Guy
Debra Taylor
Melissa Bath
Cathy Kirkman
Carol Waldron
Suzanne Hawkes
Lyndal Oliver
Cindy Ford
Di Shanahan/Kathy Nowochatko
Helen Ross/Meredith Blacker
Delphine Holloway
Steve Crabbe
Janelle McVey
Lisa Jack
Veronica Mason
Narda Salm
Stephen Good/Alicia Murphy
Bruce Mc Donald
Tracey Dillon
Kimberley English
Robbie Mc Manus
Stephen Good
Jiri Cmunt (woodwind/brass)
Gloria Desouza (Strings)
Elvis Gegic
Jacqui Park
Lilian Chan
Yvette Montgomerie
Liz McShane
Sharon Jackson
Peter Marcon
Erica Mc Caskie, Robyn Wöbcke, Lisa Conroy,
Jennifer Morton, Angela Curry, Christine Browning
Anne Statis, Kerry Addison,
Vasco Trindade, Anne-Marie Williams
Ken Campbell
Louanne Gard
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Information Handbook

Information Handbook
P & C Executive
President ..................
Vice President ..........
Treasurer..................
Secretary..................
Unishop Co-ordinator
Tuckshop Convenor..
Swim Club.................
Irene Thompson
Desley Birbeck
Diane Ballard
Margie Carman
Christine Marshall
Therese Ziersch
Andrew Boulus
ENROLMENT AGREEMENT
This agreement sets out the responsibilities of students, parents, carers and the school staff. A copy of
the responsible behaviour plan for students will be issued along with this information handbook and the
enrolment agreement.
All documentation will be discussed at enrolment interview Parents are encouraged to sign the
enrolment agreement as an acknowledgement of the Schools policies and expectations.
HOME / SCHOOL COMMUNICATIONS
APPOINTMENTS / INTERVIEWS
Parents are encouraged to make an appointment if they wish to speak with the principal or a teacher
about any aspect of their child’s education. This will ensure you are not kept waiting and will enable us
to prepare adequately for the matters you wish to discuss.
Guidance, Remedial, Reporting and Meet the Teacher appointments and conferences are dealt with
elsewhere in this booklet under their respective headings.
MEET THE TEACHER
We have found that having a large number of parents and teachers at the school on the one evening is
not always the best way for parents and teachers to get to know each other. In place of this, each class
holds its own evening or afternoon early in the year when you are invited to visit the school to meet the
teacher and hear about the year ahead.
CONTACT PARTICULARS
As it is sometimes necessary to communicate with parents in the event of sudden illness of or accident
to a child, it is essential that the school is able to get in touch with one parent of each child at any time.
If at any time parents change address or home or work telephone numbers, they should
immediately inform the office so that records are kept up to date.
ASSEMBLY
Assembly is held every Wednesday morning at 9:00am. Our school band performs when they have
items for an audience and we acknowledge academic and sporting achievements. Throughout the year
classes share aspects of their class work with the whole school. You are very welcome to come along
to our school assemblies throughout the year.
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PRIMARY NEWS
Information Handbook
Primary News is the official communication between school and home. It is issued fortnightly on
Thursdays and distributed to the youngest child in each family attending the school. A copy of the
newsletter can be found on the school’s website.
REPORTING TO PARENTS
A written report on each child's progress in Semester 1 is forwarded to parents at the start of Semester
2. Semester 2 progress reports are issued at the end of the school year.
We believe interviews are the most satisfactory way of informing parents of their child's performance.
Formal interviews are scheduled in Semester 1 or at a suitable time, to discuss your child’s progress.
Where considered necessary, an interview may be requested at any time by either the teacher or a
parent to discuss any matters of concern. The purpose of such interviews is to ensure that both home
and school are working together to the child's advantage.
SCHOOL PROCEDURES / POLICIES
ARRIVAL AT SCHOOL
The teaching staff cannot be responsible for children who arrive before teachers do. For this reason, it
is inadvisable to send children to school before 8:15am.
We would prefer that children do not arrive at school before 8:30am, especially younger children, as it
does make a long, tiring day for them otherwise. Formal supervision of grounds and buildings is
not organised before or after school. Children who arrive at school very early are expected to sit
under C Block until the 8:30 am bell goes. After this bell children may move from this area. A teacher is
rostered to do bus duty each afternoon from 3:00 – 3:15 (approx). Supervision of grounds and buildings
is organised during first and second breaks daily.
The YMCA offers a Before and After School Care facility that operates within our school grounds from
6:30am to 8:30am each morning, and from 3:00pm to 6:00pm each afternoon. For further details,
please contact the co-ordinator on 3343 8244 after 2:30pm. We encourage all families to utilise this
facility when needed.
Children are expected to be on time each day ready for learning. All children arriving late for school
(i.e. after9:30) are required to come to the office. No child arriving late will be permitted to go to the
classroom until a member of Administration has signed him or her into the late register and issued a
late slip for the child to take to the class teacher. Administration will monitor continued late arrival to
school and contact parents to discuss the matter.
ATTENDANCE
Regular attendance by each child is necessary for satisfactory results. Parents and school must
therefore assume the shared responsibility of regular attendance. In the event of absence, phone or
send a written note on the day of return. This note should give the date/s the child was away, as well
as the reason for the absence. Please phone the Student Absences phone number 3421 3160 stating
expected duration of illness..
Weekly roll checks by Administration track unexplained absences. Continual unexplained absences are
referred to Queensland Police and Department of Communities.
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BEHAVIOUR MANAGEMENT
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Information Handbook
All state schools are required to develop a Responsible Behaviour Plan for Students that formally states
the strategies, processes and practices adopted by the school community to promote appropriate
student behaviours. This document explains the approach at Upper Mt Gravatt State School, which
centres on respect and responsibility. Copies of this document are in our Enrolment Pack or are
available from the office.
COLLECTING CHILDREN DURING SCHOOL HOURS
In the interests of maximising student safety, parents and guardians who need to collect children from
school between 9am and 3pm are to report to the school office to sign the school register and receive
an early departure slip. Parents are not to go directly to the classrooms.
Whenever possible, please notify us in writing that you intend to collect your child at a particular time on
a particular day. If this is not possible, a phone call to the school office in the morning would suffice.
COMPLAINTS MANAGEMENT
If any child or parents/ carers have a concern the first point of call should be the class teacher to clarify
the issue (and assist to sort out the needs). If the concern is of a more global nature a telephone call
can be made to the school to request an appointment with a member of the administration team. Every
effort will be made to clarify the issue either by telephone or in person as soon as is practicable. Further
investigations will be made if this is warranted and ongoing verbal reports will be made. At all times
open communication is encouraged.
EXCURSIONS/IN-SCHOOL PRESENTATIONS
During the year children may be taken on excursions or invited to attend in-school presentations (eg
Arts Council performances) as part of their activities in Study of Society and Environment (SOSE),
Science, Arts or general social development.
Parents will be given advance notice of these excursions or presentations. For excursions, it is
important that the payment envelope with the consent signed and medical forms (for overnight stay) be
completed by the parent and returned as soon as possible. No child can be taken on an excursion if
these have not been signed by the parent/guardian and returned to the class teacher.
Costs are always kept as low as possible. Where genuine financial hardship may prevent your child
from participating in a school activity, please discuss the matter with your child’s teacher or the
Principal. Please ensure payments for these activities are returned by midday on the due date into the
office money chute.
Participation in these extra curricular activities is dependant upon appropriate behaviour. A child may be
excluded from such an activity if their behaviour has not been appropriate.
If your child is unable to attend due to illness, a part refund may be available depending on excursion
arrangements and credited to your account.
HOMEWORK
Homework provides students with opportunities to consolidate their class learning, pattern behaviour
for life long learning beyond the classroom and involve family members in their learning.
TIME:
On average the time spent on homework over the 5 nights of a week at each year level should be as
follows:
In the Prep Year, generally students will not be set homework.

Information Handbook
Years 1-3: Could be up to but generally not more than 1 hour per week.
Years 4-5: Could be up to but generally not more than 2-3 hours per week.
Years 6-7: Could be up to but generally not more than 3-4 hours per week.
QUALITY:
The time spent on homework should be productive and purposeful. Homework should be completed in
an environment that is comfortable and as free as possible from distraction.
TESTING
YEAR 2 DIAGNOSTIC NET
Beginning in 1996, the Queensland Government initiated a process of early monitoring and assessment
of children’s development in literacy and numeracy. This process is known as the Year 2 Diagnostic
Net. Children who are identified will receive additional support designed to suit their individual learning
needs. The Year Two Diagnostic Net involves a four-step process. Teachers of children in Years 1
and 2 will:-
• Carefully monitor children’s development in literacy and numeracy.
• Involve each year 2 child in specially designed assessment tasks early in the school year.
• Provide additional support to children identified through this process;
• Report to parents about their child’s development in literacy and numeracy.
YEAR 3,5 & 7 NATIONAL TESTING
The Year 3, 5 and 7 tests provide information about the performance of students in aspects of literacy
and numeracy. The importance of confirmation of test results with existing assessment is stressed.
The Year 3, 5 & 7 tests are a focused analysis instrument, which compliments classroom assessment.
The test needs to be looked at in conjunction with the information about students already collected
through observation, consultation and other focused analysis techniques. The results of the Year 3, 5 &
7 tests may suggest some aspects of students’ performance which might be investigated more
extensively within the classroom context.
ILLNESS OF CHILDREN
When a child is too ill to remain at school, in the interest of the child's comfort and safety, and to
minimise risk of infection to other children, we will contact those nominated for emergency contact in
order to arrange collection of your child. Please ensure the office has up-to-date information contact.
LEAVING SCHOOL GROUNDS DURING SCHOOL HOURS
Parents are advised that School Policy and Rules are framed with one object in view – the welfare and
safety of the children. For this reason, children are expected, except in exceptional circumstances, to
remain at school during the whole of a school day.
VOLUNTARY CONTRIBUTION
To help offset classroom costs, our school requires a voluntary contribution from our students each
year. This contribution covers paper costs and some technology consumables. Each year the school,
in consultation with the P & C Association, sets the amount of the voluntary contribution. A note
requesting the payment of this contribution which is $40 for each child, per year, is sent out early in the
school year.
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LOST AND FOUND
Information Handbook
Lost and found articles are in the Uniform Shop which is open Monday and Friday between 8:30 –
9:30.Children who have lost money should check with the office.
The marking of each article of clothing, books and other possessions with the child's name ensures
the speedy return of any article lost or mislaid.
MEDICATION
The Department of Education Regulations, September 1988, require that before medication is
administered:
• A parent must complete a permission form or send a note giving permission for the medication to be
administered by school staff.
• The label on the medication prescribed by a medical practitioner must clearly state
• the name of the child
• the dosage required and the time to be administered
Please ask your pharmacist for this information when the medicine is issued.
Regulations prevent analgesics, cough mixtures and other ‘over the counter’ medicines being
administered by school staff, even with parental permission.
The permission form is valid for one week only, unless there is permanent medication, where special
negotiation will take place and a letter from the prescribing doctor, stating the dosage and time of
administration is also required.
PARKING
The school is fortunate to have an off-street car park via the Cremin Street entrance. All parents
dropping off and collecting their children are encouraged to use this facility. The Cremin Street car park
also has centre parking for those who need to use it while visiting the school. The children’s safety is
most important. All drivers are asked to exhibit patience and courtesy when using this car parking
facility.
For safety reasons, the Logan Road/Carson’s Lane car park is not
available for student drop-off and collection or parent car parking.
THIS IS A STAFF ONLY CAR PARK.
PRIVACY
The school is committed to complying with current privacy legislation and thus will only collect, use and
store personal information as is necessary for the effective operation of the school and the well-being of
the children. School staff will never divulge personal details such as names of children or parents,
addresses or phone numbers to anyone else without parental consent, except if they are required to do
so by law. A summary of the privacy legislation is given to parents at the time of enrolment. Copies are
available from the school office.
SCHOOL PLANNING AND REPORTING
Each year, all state schools are required to publish a “School Annual Report and An Operational Plan”.
The School Annual Report provides information about the school’s activities and performance over the
past year, while the Operational Plan sets out the aims and budget for the current year. Copies of these
two documents are available from the office upon request.
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STUDENTS WITH DISABILITIES
Information Handbook
Upper Mt Gravatt State School prides itself on the quality of the educational program that is able to offer
all students. Student with disabilities, work in our classrooms along with their peers and are catered for
in our school through the work of our guidance officer and the advisory visiting teacher service. The
guidance officer and the advisory visiting teachers are scheduled for one or more visits per week.
These specialists work with teachers in classrooms to make the necessary adjustments to programs,
equipment and organisational modes. All programs are supported by some hours of teacher aide
support for these students.
TRANSFERS
When a child leaves the school, a Transfer Note is issued and should be presented to the Principal of
the child's next school. A note from the parent, stating the date the child is leaving and requesting that a
transfer be sent to the new school, is required. It is preferable that this note is sent a few days before
the child is to leave.
Parents are to ensure that all library books, readers, musical instruments and other school
materials have been returned prior to the child’s last day of attendance. Parents will be contacted
by the school if any resources have not been returned (e.g. Library Books) following a student’s
departure.
DRESS CODE
Upper Mount Gravatt State School is a strict uniform school. We have the support of our Parents and
Citizens’ Association to promote 100% adherence to the uniform. Our student dress code consists of an
agreed standard and items of clothing, which includes a school uniform that Upper Mount Gravatt State
School students wear when:
attending or representing their school;
travelling to and from school; and
engaging in school activities out of school hours.
Upper Mount Gravatt State School Parents and Citizens’ Association supports a student dress code
policy because it believes that a student dress code provides clothing that aims to contribute to a safe
and supportive teaching and learning environment through:
ready identification of students and non-students at school;
fostering a sense of belonging; and
developing mutual respect among students by minimising visible evidence of economic or social
differences.
promotes an effective teaching and learning environment by eliminating the distraction of
competition in dress and fashion at the school
UMGSS student dress code reflects school community standards and are consistent with occupational
health and safety and anti-discrimination legislation.
We will actively encourage our students to take pride in themselves and their school. One way in which
this may be achieved is through adherence to the school’s dress standards. As the parent/carer and
provider of your child, we seek your support in this matter.
Inappropriate dress refers to clothing or apparel worn by students that is deemed to be:
Offensive;
Likely to disrupt, or negatively influence normal school operations;
Unsafe for student or others; and
Likely to result in a risk to health and safety of student or others.
In circumstances where inappropriate or unreasonable dress is worn, appropriate action will be taken.
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Information Handbook
UNIFORM
GIRLS UNIFORM
Royal blue skorts
Upper Mount Gravatt light blue polo shirt
Navy, white and yellow checked dress
FOOTWEAR
Black shoes
(joggers, leather)
Girls white socks
Boys grey socks
INTERHOUSE COLOURS –T-SHIRTS
KLUMPP– red
KESSEL– blue
LOGAN– yellow
LOCATIONS:
Polo shirts are available from UNISHOP
BOYS UNIFORM
Upper Mount Gravatt light blue polo shirt
Grey shorts
HATS
UMG State School wide brimmed hat or
legionnaire cap
Hats are available from the UNISHOP
JEWELLERY
Watch
Pierced earrings – sleepers or studs only.
Medical alert bracelet or necklace.
Items of significant cultural or religious
belief with notification to administration.
Pre-loved polo shirts are available from
UNISHOP.
MOBILE PHONES
Students may carry mobile phones to and from school. During the school day mobile phones are signed
in the office to be stored safely during the school day. At the end of the school day students sign out
their mobile phones. Any contact a parent/carer requires with students during the school day will be
handled through the school office on 3421 3111 and a message will be relayed.
Inappropriate use of mobile phones to send SMS or text messages that may create offence of any form
between the periods of before and after school will see a range of consequences enacted as per the
Responsible Behaviour Plan for Students. Parents will be closely involved with any discussions of this
nature.
AMBULANCE
STUDENT WELFARE
In case of serious accident or sudden severe illness, an ambulance will be called to transport children to
a doctor or hospital. The parents will also be notified. It is essential that the school has an up-to-date
contact phone number.
GUIDANCE COUNSELLING
A Guidance Officer is at our school once a week. Children who may benefit from guidance or special
remedial help can be referred to the Guidance Officer by the child’s teacher or parent. Parental consent
is always obtained before an appointment is made. When appointments are made for children, it is the
school’s practice to make appointments with the Guidance Officer for parents of these children also.
Parents are urged, in the interests of their children, to make every endeavour to keep these
appointments. Due to the very individualised nature of the Guidance Officer’s work in our school, there
is a student’s waiting list for assessment and counselling. The school’s Support Team meet fortnightly
and monitor referrals to the Guidance Officer.
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Information Handbook
GRIEVANCE MANAGEMENT
During the course of your children’s school years, you may have cause to make a complaint about an
issue with your child’s education.
UMG State School is committed to ensuring that all complaints are dealt with in a fair and equitable
manner. There are processes and support structures in place to enable parents/carers and students to
work through any issues they may have with our school.
When making a complaint, it is in the best interest of complaint resolution to ensure that you:
• provide complete and factual information in a timely manner
• deliver your complaint in a non-threatening and non-abusive manner
You should be aware that if you are making a complaint about a staff member, that in most instances the
staff member will be told of the complaint and offered the right of reply. You also have the right to have a
support person participate throughout the process.
The following 3-step procedure may assist parents/carers, and school staff to reach an outcome that is in
the best interests of the student.
• Discuss your complaint with the class teacher
• Discuss your complaint with the principal or ask the principal to assist by participating in informal
conflict resolution.
• Contact District Office.
HYGIENE
Regular lessons are given on matters of hygiene and every effort is made to put this into practice.
Unfortunately, it is not possible to supervise the children at all times in view of the large numbers of
children attending school. Home training is therefore very important in this regard.
Please make every effort to encourage your children to take pride in their appearance and personal
hygiene at all times.
Diseases spread quickly in schools. We can do much to limit the spread of infection. Sound hygiene
practices can help substantially in this regard.
First Aid will be administered to injuries sustained while at school. However, injuries sustained at
home, or sores or boils, should be treated and covered by the parent before sending a child to
school. We really appreciate the efforts of those parents who do attend regularly to these matters.
Children who have open sores or wounds are not permitted to swim in our school pool until the sores or
wounds have healed.
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Information Handbook
INFECTIOUS DISEASES
A list of infectious diseases and necessary action is below. This list is taken from “Time Out”, published
by Queensland Health, 2000. Whenever in doubt, please contact the school office (3421 3111) or the
Southside Public Health Unit (3000 9148).
CHICKEN POX & SHINGLES
CONJUNCTIVITIS
CYTOMEGALOVIRUS
DIARRHOEA/VOMITING
GLANDULAR FEVER
HAND, FOOT AND MOUTH DISEASE
HEADLICE
HEPATITIS A
HEPATITIS B
HEPATITIS C
HERPES (“Cold Sores”)
HUMAN IMMUNE-DEFICIENCY VIRUS
(HIV AIDS virus)
IMPETIGO (“School Sores”)
INFLUENZA AND SIMILAR ILLNESSES
MEASLES
MENINGITIS and MENINGOCOCCAL
INFECTION
MUMPS
PARVOVIRUS
RINGWORM
RUBELLA (German Measles)
Exclude until fully recovered or for at least five days after
the eruption first appears. (Some scabs remaining are
not a reason for exclusion).
Exclude until the discharge from the eyes has stopped.
Exclusion not necessary.
Exclude until the diarrhoea/vomiting has stopped for at
least 24 hours.
Exclusion not necessary.
Exclude until all blisters have dried.
Exclude until day after proper treatment has started.
Re-admit on receipt of a medical certificate of recovery,
but not before seven days after the jaundice or illness
started.
Exclusion not necessary.
Exclusion not necessary.
Young children unable to comply with good hygiene
practices should be excluded while the sores are
weeping.
Exclusion is not necessary unless the child has a
secondary infection.
Exclude until proper treatment has started. Sores on
exposed skin should be covered with a watertight
dressing.
Exclude until well.
Exclude for at least four days from the appearance of
rash. Immunized children are not to be excluded. Nonimmunized
contacts should be excluded until 14 days
after the first day the rash appears in the last case.
Exclude until well.
Exclude for nine days or until swelling has gone down.
Exclusion not necessary.
Exclude until the day after proper treatment has started.
Exclude until fully recovered or for at least four days after
the rash started.
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SCABIES
STREPTOCOCCAL INFECTION (including
Scarlet Fever)
TUBERCULOSIS
TYPHOID FEVER
WHOOPING COUGH (Pertussis)
Exclude until the day after proper treatment has started.
Exclude until child has received antibiotic treatment for at
least 24 hours.
Exclude until well and approval to return has been given
by a Public Health Unit Physician or delegate.
Exclude until well and approval to return has been given
by a Public Health Unit Physician or delegate.
Exclude for 21 days from onset or until child has taken
five days or a 10-day course of antibiotics.
Parents are asked to observe these regulations.
SUPPORT TEACHER LEARNING DIFFICULTIES
A Support Teacher Learning Difficulties (STLD), who has been trained and qualified for the work of
remediation, is at our school three days a week. Children who are experiencing difficulty in certain
areas of the curriculum may be recommended for remedial teaching. This may involve the STLD visiting
the classroom, or working with small groups in the learning support room. Class teachers may also
confer with the STLD before children are actually accepted into the program.
SPEECH THERAPY
A qualified Speech Therapist visits our school approximately eight times a year to diagnose and give
therapy to those children who are in need of attention for speech problems. Parents concerned about
their child's speech are encouraged to discuss this with their child’s class teacher.
SUPPORT TEAM
The school Support Team is responsible for coordinating support services for school community
members as required – students, parents and teachers. This team meets fortnightly. If you wish to
make a referral to this team, please speak to your child’s teacher, or the Principal. Possible reasons for
referral may include learning / behavioural / emotional difficulties, family crisis, depression etc.
Teachers may also refer students to this team. Our Guidance Officer and Support Teacher Learning
Difficulties are both members of this team.
CURRICULUM
Upper Mt Gravatt State School offers a comprehensive integrated curriculum that encourages students
to develop into lifelong learners through programs, which engage them in communicating, participating,
investigating, creating, reflecting and thinking. Consistent with Education Queensland guidelines, we
have adopted an Essentials approach to education that provides our students with opportunities to
develop and demonstrate specific knowledge and skills – essential learning – across the course of their
primary schooling.
We have also chosen to integrate parts of our curriculum, to help children apply knowledge and skills to
real life situations. All teachers are familiar with the notion of Productive Pedagogies, and strive to
ensure we provide our students with the highest quality teaching & learning. Programs are in place to
provide support for students requiring extra assistance, as well as needs-based programs tailored to
individual student aptitudes. The school’s curriculum is organised into four ‘worlds’ which are called:
Natural World, Socio-cultural World, Material World and Personal World.
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ESL – ENGLISH AS A SECOND LANGUAGE
Information Handbook
An ESL Teacher visits the school twice a week to provide support for those students who are from a
non-English speaking background. All permanent residents from non-English speaking backgrounds
are able to access this support; however, there are strict departmental guidelines as to which temporary
residents are eligible. In these cases a copy of the student’s passport and entry visa will be required.
HANDWRITING
There are three pages at the back of this handbook that show the Queensland handwriting style. You’ll
notice that the letters have changed very little from the older style. The main difference is the wedging
of the letters as opposed to the rounded style you may have learnt.
Due to individual differences in such areas as motivation, muscular control, co-ordination and mental
and visual maturity, children will vary greatly in the rate of development and time required to develop
handwriting skills.
Please use this guide to help your child develop his or her own personal style.
HEALTH AND PHYSICAL EDUCATION (HPE)
We offer a comprehensive HPE program. Swimming is a key component of this program and is offered
in Terms 1 and 4. It is expected that all children will participate in our HPE program unless they bring an
explanatory note signed by their parent/guardian. Because we have our own pool, there is no travel or
admission charge to be paid for swimming. Swimming consent forms are signed at the time of
enrolment. Please note it is mandatory for children to wear a swim cap and a sun protection shirt.
INSTRUMENTAL MUSIC
Children attending this school have the opportunity to learn to play a musical instrument. Teachers of
instrumental music supplied by the Department of Education give instruction. At present, instruction is
given in woodwind instruments (clarinet, saxophone, flute), brass instruments (trumpet, euphonium,
etc), strings (violin, violoncello) and percussion. As the demand for this instruction is heavy, and
instruction time limited, preference is given to those children who show aptitude after a trial period and
test. Although some instruments have been provided by the P&C Association and Department for the
use of children, it is expected that a parent will purchase an instrument for his or her own child who
shows ability after a period of about six months' instruction. There is no charge for tuition, but parents
will be required to purchase music books and other incidentals (such as reeds for clarinets, violin
shoulder rests etc). Children are eligible to begin in the strings program from Year 3 and 4 and in the
woodwind, brass and percussion program from Year 5. Interested parents should contact the school's
music teacher to discuss procedures. Students will be required to complete an agreement, which will be
signed by the Principal, teacher and parents. The agreement will clearly outline the expectations
required of the student throughout the program. A music levy of $30 is payable for each child who
participates in the Music Program which helps to offset ongoing costs of the program. A $40
Instrument Hire fee is charged for those students who hire an instrument.
TECHNOLOGY
Our school has a strong commitment to learning technology. In our Library there are three pods housing
a total of 15 computers. Each classroom also has at least three computers with printers and scanners.
All students have access to the Internet, either through their classroom computers or through the
computers in the Library. Our school has the hardware and infra-structure to support digital multi-media
technology. All students are exposed to a developing range of information and communication
technology skills from Prep to Year 7, as an integrated part of our school curriculum. Interactive
whiteboards are in use in most classrooms.
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LIBRARY
Information Handbook
We are fortunate to have a spacious and well-equipped resource centre. Please encourage your child
to use this facility regularly, to have a book out at any given time, and to treat books with respect. Try to
find time to listen to your child read from or talk about the book he or she is reading. Your co-operation
in seeing that books are returned in good time would be greatly appreciated.
The ability to read fluently is an important factor in success in most studies. Also recreational reading
can bring much joy to very many children, once the habit is established.
Staff monitor overdue library books. Borrowing rights are reviewed if continued overdue resources are
detected.
LOTE - LANGUAGES OTHER THAN ENGLISH
JAPANESE/CHINESE MANDARIN
Our school has chosen to study Japanese/Mandarin as a second language as part of the core school
curriculum in years five, six and seven. For between one and one and a half hours, the pupils
experience a diverse range of activities that aim to develop their skills in speaking and listening to
another language.
MUSIC
Upper Mount Gravatt State School has a proud tradition in music. Our music activities include
classroom music lessons, choirs, recorder bands and instrumental music. Children involved in the
Instrumental Music program should aim to become part of the String Orchestra or Concert Band. It is
important that all children attend all lessons, practices, rehearsals and performances.
RELIGIOUS INSTRUCTION
The Religious Instruction needs of children are catered for by a Religious Instruction Program. This
means that children can be taught in class or year level groups, or in religious denomination groups.
The local Ministers’ Fraternal has approved the program, and lay people or interested staff members
teach classes on a voluntary basis. All RE teachers are approved by their local church minister or priest
as suitable to teach the program and volunteer lay people are also required to hold a blue “Suitability
Card” for working with children.
Other Faiths are catered for after negotiations with faith leaders.
At enrolment parents will be asked to complete a form advising the school of their child’s attendance at
RI lessons. RI lessons are for half an hour each week. Those who do not attend remain under the
supervision of their class teacher.
Religious instruction will not be offered in the preparatory year.
STUDENT PARTICIPATION
Students are encouraged to participate in all aspects of school life. Below are some of the opportunities
that currently exist for student participation.
• Participation in choirs, recorder bands and the Instrumental Music Program is encouraged.
Music is an important part of our school.
• Participation in National Competitions, such as Science, Mathematics, English, Writing,
Technology, Mapping and Research is also encouraged.
• Student Representative on Student Council.
Years 5, 6 & 7 children participate in a variety of sports throughout the year.
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Information Handbook
Our emphasis is on participation, and in so doing, children have a chance to develop their interests and
talents.
We also have a fine record of achievement in cross- country and athletic events.
SUPPORT FACILITIES / ORGANIZATIONS
OUTSIDE SCHOOL HOURS CARE
The YMCA offers a Before and After School program which operates in the grounds of our school, from
6:30am to 8:30am, and 3:00pm to 6:00pm. The OSHC Co-ordinator can be contacted between 2:30pm
and 6:00pm (Monday to Friday) on 3343 8244.
PARENTS & CITIZENS ASSOCIATION
Upper Mt Gravatt State School is fortunate in maintaining a strong and enthusiastic Parents and
Citizens Association led by capable and enthusiastic officers. The objectives of the Association are set
out in the Constitution, a copy of which may be had on application to the school.
A reminder about each meeting is published in Primary News. Our Parents and Citizens' Association
plays a vital role in the continued growth and development of our school. You are welcome to take an
active part in all its activities. Your child will appreciate your interest and involvement in the school.
SCHOOL BANKING
A School Banking facility in conjunction with the Commonwealth Bank exists at our School.
School banking is conducted on Friday mornings in the Unishop.
SHOW SCHOOL
Upper Mt Gravatt State School is the Queensland base for Education Queensland’s School for
Travelling Show Children, which was established in 1999. This school travels about Australia educating
the children of the Show community (approximately 60 students). The Principal and Administration
Officer of the school have an office at Upper Mt Gravatt State School and the mobile classrooms are
sometimes stored here. During the Exhibition and at other local show times, the school operates from
our site.
A cooperative spirit exists between Upper Mt. Gravatt State School campus and the Queensland
School for Travelling Show Children.
SWIMMING CLUB
The Upper Mount Gravatt Amateur Swimming Club is a sub committee of the P&C Association. Swim
Club offers Learn to Swim Lessons with Austswim instructors and daily squad training sessions with a
professional coach. Swim Club season commences in Term 3 and continues through until the end of
Term 1 the following year, (excluding the December holidays) with daily improvement and Mini Squad
sessions (junior & senior level) and Friday Stroke improvement and Mini squad sessions. Saturday
morning Learn to Swim Lessons (beginners, Learn to swim, Advanced Learn to swim) are offered.
Block Learn to swim lessons and squad training are offered at the beginning of the September holidays
and squad training with Royal Lifesaving certificates at the end of the season in April. Swim club holds a
weekly Friday night meet during the swim season, engages in swim carnival competition with other
swim clubs and has a fine record in producing swimmers of a very high standard.
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Information Handbook
TUCKSHOP
The school tuckshop operates one day per week using the healthy choices menu. Our Tuckshop
Convenor is Therese Ziersch. The P&C runs this weekly service and requires volunteers to assist.
The P&C welcome volunteers for this duty. Many parents are unaware of the advantages to be
gained from this duty. Apart from the pleasant company of other parents, the chance to engage in social
interchange, and the opportunity, especially for newcomers to the district, to make friends, there is the
added advantage in knowing that by helping in the tuckshop, you are contributing to the welfare of your
child and taking part in community involvement in the school.
A list of goods available and prices charged is available from the tuckshop or the school office.
UNISHOP
Our Unishop is run by parent volunteers and is available to meet all your school uniform and stationery
needs. It is situated in room DX03 (near the parade area) and is open Mondays and Fridays from
approximately 8:30am to 9:30am.
Virtually all your child’s books and stationery supplies are available from our Unishop. Book bundles
can be arranged and delivered before the start of Term 1. Book lists are available from the office.
VOLUNTEERS – PARTNERS IN EDUCATION
Volunteers play an important part in our school community through their support in classrooms, work on
school initiatives, help in the tuckshop, help with coaching sporting teams, and involvement in school
committees. We value the time and skills volunteers bring to our school community. If you would like to
join our team of volunteers, please let your child’s teacher or our Business Services Manager know so
we can include you in our team.
LOCKDOWN PROCEDURES
Signal: Repetitive short-low tone
1. The above signal will be played over the loudspeaker and a staff member will personally advise that
the school is in lockdown. Events that may lead to a lockdown of our school include: natural
disasters, chemical spills, prisoners/gunmen/criminals at large in the local area, or extremely
irate/agitated persons on the school site.
2. Upon receipt of this information, all doors and windows are to be locked. Rolls are to be marked
and all students are to be accounted for. Advise the office immediately if any children are
missing. Children are to remain seated unless otherwise advised.
3. Admin/Office/Ancillary staff are to go to the nearest secure location within the school and where
possible, to immediately advise the office of their whereabouts.
4. If a lockdown is necessary during lunchtime, teachers on duty will be personally notified and
children are to be sent straight back to their classrooms. Teachers will also need to return to
classrooms immediately, unless it is deemed unsafe.
5. If children from another school are visiting (eg: St Bernards are swimming), they will need to return
to their school immediately. If this is not possible, they are to go to the nearest secure room (library).
As a last resort, they may need to stay within the locked pool area. If they need to remain within our
school, the office needs to be advised of their whereabouts as soon as possible.
6. If possible, staff will be kept up to date with developments relating to the lockdown and its probable
duration (probably via the intercom). Use of the intercom by teachers is to be kept to a minimum.
7. As far as practicable, staff and students are to remain inside during lockdown. If anyone does need
to leave the room during this time (eg: to go to the toilet), please contact the office for advice.
8. It is important to stay calm during lockdowns. Reassure children as required.
9. Stay alert. If you see any suspicious person/activity during the lockdown, please report this to the
office immediately.
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Information Handbook
VOLUNTEERS: Tuckshop volunteers are to remain in the tuckshop and secure all doors,
windows, etc. Classroom volunteers are to remain in classrooms.
IN THE EVENT OF AN EVACUATION:
(Signal: Siren) Rising intermittent tone
1. All personnel in each room (teachers, students, aides, visitors) are to follow the route as outlined on
the map in that room and move in an orderly manner to the designated checkpoint;
2. Teachers: please take your class roll;
3. Teachers: please take your class volunteers book (if you have one);
4. Close the door to your room after everyone is out;
5. Report to the designated person in your area Principal /Deputy Principal (senior oval) Business
Services Manager (ancillary staff, visitors and volunteers who signed on at the office);
6. All classes are to assemble on the cricket pitch area in order P – 7.
7. If your class is at swimming or a specialist lesson they are to proceed with the specialist teacher to
their designated checkpoint;
8. Ancillary staff should proceed to the senior oval and report to the Business Services Manager.
FIRE DRILL PROCEDURES
This procedure is conducted during each term.
ONCE THE PERCEIVED THREAT/DANGER HAS BEEN IDENTIFIED:
Inform Administration and Office staff who will:
Activate emergency response by the long ringing of the electronic bell for 15 seconds
Telephone the Police and other emergency services on ’000’ and inform them of the threat/danger.
Contact Prep.
Inform District Office of the situation
ON ACTIVATION OF EMERGENCY RESPONSE SIGNAL:
ALL TEACHING STAFF/STUDENTS:
If in Classroom:
Class to vacate room with class teacher orderly.
Use the Evacuation Plan for best exit from room
Assemble on Oval and await further instructions or sounding of ALL CLEAR.
If in Office:
Await directions of Admin
Admin staff clear sick room and move child to class teacher on oval
ALL SUPPORT STAFF AND VISTORS
As appropriate, move to the Oval.
Await further instructions or sounding of ALL CLEAR.
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Information Handbook
THE “All Clear”
All staff, STUDENTS AND VISTORS on Oval for de-briefing and roll marking.
Verification of all staff and visitors will also need to be carried out.
Check for any medical condition arising from procedure.
Initiate counselling for any persons wishing to use this service. (Guidance Officer to co-ordinate)
Complete any relative forms (Workplace Health and Safety)
Review our procedures and update/amend as necessary.
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You Can Do It! Education
Mission Statement
Information Handbook
You Can Do It! Education's (YCDI's) main purpose is to support communities, schools, and homes to
optimise the social, emotional, and academic development of all young people. Its unique contribution is in
identifying the social and emotional capabilities that all young people need to acquire in order to be
successful in school, experience well-being, and have positive relationships that include making
contributions to others and the community (good citizenship).
• Our core purpose is the development of young people's social and emotional capabilities, induding:
Confidence (academic, social), Persistence, Organisation, Getting Along, and Emotional
Resilience. Central to the development of these 5 Foundations is instilling in young people 12 Habits of
the Mind that support and nourish the 5 Foundations, including Accepting Myself, Taking Risks, Being
Independent, I Can Do It, Giving Effort, Working Tough, Setting Goals, Planning My Time, Being
Tolerant of Others, Thinking First, Playing by the Rules, and Social Responsibility (includes the values of
Care and Compassion, Doing Your Best Fair Go, Freedom, Honesty and Trustworthiness, Integrity,
Respect, Responsibility and Understanding, Tolerance and Inclusion).
• Our core purpose is also the elimination of social and emotional difficulties and disabilities ("Blockers") that
constitute barriers to young people's learning and well-being, including Feeling Very Worried, Feeling
Very Down, Procrastination, Not Paying Attention/Disturbing Others and Feeling Very Angry/
Misbehaving. YCDI is deliberate in restructuring negative Habits of the Mind that give rise to these
Blockers and in the explicit teaching of alternative positive Habits of the Mind.
YCDI's mission is realised through the following beliefs and actions:
• YCDI's focus is on building social, emotional, and motivational capacity of young people rather than
on their problems and deficits. It encourages prevention, promotion, and intervention efforts (school,
home and community) in order to build the social and emotional strengths of young people.
• As a strength-building approach, YCDI also seeks to build the capabilities of adults (community, school,
home) associated with positive outcomes in young people, including positive, caring relationships with
young people, providing for their safety, high expectations for achievement and behaviour, involving
young people in decision-making and providing them with special responsibility, accommodating
young people's interests, communicating and modeling of social and emotional capabilities including
values and resilience, and a high quality academic program that provides young people with multiple
opportunities for success.
• YCDI sees the development of social and emotional capacity of "at risk" and disadvantaged youth . as
a means to "level the playing field". However, it is clear that in order to change the developmental
trajectory of young people with poor mental health (emotional, social and behavioural challenges) and
learning outcomes and to accelerate their social and emotional development, it is vital that schools,
homes and communities be transformed so that the responsibility for supporting and educating,
including quality social and emotional learning experiences and caring relationships, is shared
throughout the community.
21

You Can Do It! Education Big Picture"
for Transforming Schools
Information Handbook
YCDI seeks to influence educational policy towards incorporating social and emotional outcomes along
with achievement outcomes as central to schooling. In the 21st century, YCDI advocates that social and
emotional development programs for young people not be bolted onto the academic agenda. Rather,
YCDI seeks to have schools cross the line in the sand that separates schools still in the modern era with a
vision on the academic with schools that have both academic and social and emotional outcomes on their
radar screen.
achievement
"W e need to cross the line in the sand."
alcohol
drug
Character character
Education education
Traditional
assertive
discipline
conflict
resolution
Academic
achievement
self
esteem
social
skills
22

You Can Do It! Education
Information Handbook
Program Achieve is one of a number of resources that have been published as part of You Can Do
It! Education (YCDI). Since 1987, YCDI (e.g., Bernard & Hajzler, 1987; Bernard, 1996, 1997a, 1997b,
2002, 2003a, 2003b, 2003c, 2004b, 2006a) has evolved into a distinctive theory for understanding
why students under-perform in school and experience poor social-emotional-behavioural development.
YCDI theory proposes that there is a discernible set of social and emotional capabilities that
determine the extent to which students achieve success at school, form positive relationships, and
experience emotional well-being.
Extensive research reveals that what fundamentally determines how children achieve and adjust is
the "mind-set" they bring with them to life's experiences. Some bring with them a positive mind-set
consisting of well-developed social and emotional capabilities. Others bring with them a negative
mind-set consisting of one or more social and emotional difficulties and under-developed social
and emotional capabilities (see Figure 1 and Tables 2 and 3).
The 5 Blockers
Feeling Very
Angry-
Misbehaving
Not Paying
Attention-
Disturbing
Others
Procrastination
Feeling Very
Worried
Feeling Very
Down
Negative
Habits of the Mind
Social Irresponsibility
Being Intolerant of limits
Acting Without Thinking
Being Intolerant of Others
Planning Time Poorly
Having No Goals
Giving Up
I Can't Be Bothered
I Can't Do It
Needing Approval
Positive
Habits of the Mind
Social Responsibility
(Values of Character)
Playing by the Rules
Thinking First
Being Tolerant of Others
Planning My Time
Setting Goals
Giving Effort
Working Tough
I Can Do It
The 5 Founclations
Getting Along
Organisation
Persistence
Confidence
Needing To Be Perfect
Self-Downing
Being Independent
Taking Risks
Accepting Myself
Resilience
Young People's...
• poor relationships
• under-achievement
• poor mental health
Young People's...
• positive relationships
• success
• well-being
Figure 1. Social and Emotional Learning: The Barrier Model
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Information Handbook