Student Wellbeing Policy Summary

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Rationale
The Student Behaviour Management policy and protocols
support pastoral care and
student wellbeing initiatives within the College. They are
premised on the belief that
student learning and wellbeing are best achieved within an
environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility
to teach, foster, promote
and encourage positive student behaviour. In order to achieve
clarity about behaviour
expectations and consistency and fairness in behaviour
management within the College,
the policy and protocols outline practices that support positive
student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of
policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven
the OLMC Vision and
Mission, wherein we seek to:

• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the
college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on
restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their
actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self
discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of
infringements are
outlined in the Protocols, pages 4–8.

Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour
Community Service.
Attendance at a number of sessions may require a meeting of
the student and the
Year/House Coordinator. Parent meetings may also be required
for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as
activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional
health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use
of prohibited
weapons); or
• consistently and deliberately fail to comply with the
reasonable directions of the Head
of Student Wellbeing and the Principal; or

• consistently and deliberately interfere with the educational
opportunities and
endeavours of other students.
In such instances, a ‘major disciplinary sanction’ which may be
invoked includes:
• Suspension – the temporary withdrawal of a student's rights to
attendance at the
school
• Negotiated transfer – a change of school either to another
Catholic school or to a
school in another sector in the best interests of the student
concerned
• Expulsion –total withdrawal of a student's right of attendance
at the school.
Before consideration and/or enactment of suspension,
negotiated transfer or expulsion,
the College will uphold the following principles and practices:
• Thorough investigation will always precede any action.
• The Principal shall confer with the College Leadership Team
as the nature of the case
demands.
• Parents and guardians will be actively involved in the process,
unless the
circumstances require urgent intervention.
• The College will endeavour to adopt a graduated process of
other disciplinary
measures.
• Counselling of a student will be offered.

• The Principal will be responsible for procedural fairness and
appropriate support of
the student and family members.
• The Principal shall confer with the College’s governing
authority, Mercy Education
Limited, as the nature of the case demands.
• The Principal will take account of recommended procedures
for suspension,
negotiated transfer or expulsion as outlined in the ‘Guidelines
for Student Behaviour
Management’ in CEM Policy 2.26, Pastoral Care of Students in
Catholic Schools.
Related Policies and Guidelines
• Respectful Relationships: Anti Bullying Policy
• Responsible Behaviours: Drug and Alcohol Use Policy
• Counselling Services Policy
• Student Responsible Use Digital Technologies and Devices
• Restorative Practices at OLMC – Guidelines
Policy Ratified: March 2011
Policy Reviewed: May 2014, August 2017
Next Review Date: August 2019
Person Responsible: Head of Student Wellbeing
Page 3 of 8

Protocols
Acceptable
Behaviour
Rationale Procedures
Student Wellbeing
Management
Procedures
Staff
Treat each other
with respect
We are all created in
God’s likeness and
are therefore worthy
of respect. Our
community is built
on relationships and
we are committed to
developing and
maintaining these
through
acknowledging the
dignity of each
person.
When respect is not
shown to others:

Observations or suspected
cases of bullying must be
reported to the
appropriate Year/ House
Coordinator and will be
responded to. The College
Bullying Policy outlines
expectations relating to
bullying and harassment.
Incidents of inappropriate
communication with staff
or students will be dealt
with by the staff member
and/or reported to the
Coordinator.
All possible efforts will be
made to repair the
damage and restore the
relationship.
Report all incidents:
observations or suspected
cases of bullying to the
Coordinator or the Head of
Student Wellbeing.
If respect is not shown to
a staff member, the staff
member should explain to

the student why this not
appropriate. If there is not
a satisfactory resolution,
staff are to report the
incident to the appropriate
Year/ House Coordinator or
the Head of Student
Wellbeing.
Be punctual Being punctual is a
life skill which
demonstrates
respect for others,
enhances learning
and promotes
involvement in the
community.
Any student who arrives
after 8.55 am must report
to Student Reception and
sign in. A note of
explanation must be
supplied to the Pastoral
Leader.
Unexplained late arrivals
to school and class will be
registered and may result
in community service at
the College. Parents will
be notified in writing if
student required for
community service.

Record all late to morning
Pastoral or class (without
written explanation).
Follow-up discrepancy
reports.
Pas son all notes to
Student Reception for
record keeping.
Attend school
regularly
Attendance
Student leaving
the classroom
Early leave
Extended
absence
Attendance at school
fosters the
development of the
individual:
academically,
socially, emotionally
and physically. It
assists in

connectedness to
the school
community.
Absence from school
A parent phone call is
expected if a student is
absent from school. If a
parent has not called and
a student is absent, an
SMS will be sent to the
primary contact to advise
of the unexplained
absence. An explanation
from a parent is required.
Parents will be contacted
by phone or letter if a
written explanation is not
provided.
Record attendance during
morning Pastoral. Parents
will be contacted by SMS if
their daughter is recorded
as absent at 9.15 am

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Acceptable
Behaviour
Student Wellbeing
Management
Procedures
Staff
Leaving early
Students are to provide a
written note from parent
or guardian to their
Pastoral Leader or Year/
House Coordinator An
Early Leave Pass will be
provided. The student
needs to present this to
student reception and sign
out electronically
Extended absence
A note to the principal is
required for absences that
extend beyond 1 week.

There is no expectation
staff will provide work for
students who are absent
due to family holidays (or
similar).
Drinks/toilet/nurse
visits
Please assess urgency and
timing in relation to your
lesson. If you allow a
student to leave you must
record this in their diary,
(they must take this with
them).
Students visiting the
Student Counsellor will
have a pass signed and
dated.
If a student is required to
see a Year/ House
Coordinator or Head of
Student Wellbeing during
class time, please sign
diary/ accompanying note
and send to Student
Reception (not directly to
offices)
Leaving early
Ensure you have sighted a
note signed and dated by
a parent and complete an
early leave slip. This must

be presented at Student
Reception before the
student signs out. Pastoral
Leaders should pass the
original note to Student
Reception for record-
keeping purposes.
Wear the College
uniform correctly
The correct wearing
of the uniform is an
expectation of being
a student at OLMC.
An accumulation of
breaches of the uniform
policy will result in an
afternoon community
service at the College.
Incorrect uniform items
may be confiscated,
stored by the Year/ House
Coordinator and will be
returned at the end of
term.
Extreme breaches of
uniform will involve
parental contact and
possible exclusion from
class or school until the
situation has been

rectified.
If a student presents with
a note, send them to the
Coordinator who will
record this provide the
student with a pass if
request is approved.
If a note is not provided,
record on Portal as
uniform (no note). Alert
Year/ House Coordinator if
you have ongoing
concerns.
Makeup: request the
students removes and
record on Portal
Jewellery: ask student to
remove the item and
record on the Portal. If the
student repeats the
wearing of jewellery
Page 5 of 8
Acceptable
Behaviour

Student Wellbeing
Management
Procedures
Staff
confiscate, place in an
envelope clearly labelled
and give to Year/ House
Coordinator
T/bars: send to the
Coordinator.
Inappropriate footware:
send to the Coordinator.
PE cap – not to be worn
with school uniform on or
off the school premises
(unless at GSV training).
If you observe a student
out of uniform in public
and are unable to respond
to it, please inform the
Head of Student Wellbeing
via email.
Meeting work
requirements and
deadlines.

To meet learning
and assessment
expectations of the
College. Meeting
deadlines is a life
skill that provides
opportunity for
proper planning and
is integral to the
learning process.
Students may be required
to complete all missed
assessment tasks and non
submitted work at an after
school session as outlined
in the Assessment
Protocol.
Staff are expected to
follow procedures outlined
in the Assessment
Protocol.
Electronic items
e.g. mobile
phones
The possession and
use of an electronic
item/ mobile phone
at inappropriate

times is not
permitted. This
includes during
pastorals,
assemblies,
liturgies and
examinations
(unless
authorised).
The College office
will relay any urgent
messages from
parents.
Any breach of this
guideline will result in the
electronic item/ mobile
phone being confiscated,
given to the Year/ House
Coordinator and returned
at the end of the day. A
repeat offence will result in
parental contact and
collection of the item from
the College.
VCAA and VCE guidelines
apply in formal

assessment settings.
Page 6 of 8
Acceptable
Behaviour
Student Wellbeing
Management
Procedures
Staff
Allow self and
others the
opportunity to
learn.
To provide all
students and staff
with a safe,
cooperative and
stimulating learning
environment.

Respectful relationships
underpin classroom
behaviour and
expectations.
Subject teachers should:
• Articulate to the
student/s why their
behaviour is
inappropriate and
explain the impact of
their actions on self
and others in the
class.
• One-on one discussion
with the student/s
prior to the next
lesson.
• Parental contact may
be made.
Initial follow up is the
responsibility of the
subject teacher, if
inappropriate behaviour
continues, teachers may:
• Contact

parent/guardian
informing Year/ House
Coordinator and
Pastoral Leader before
contact is made
• Give student extra
tasks
• Withdraw student,
with explanation, from
activity
• Meet with Year/House
Coordinator, student
and teacher.
• Meetings may include:
Parent/guardian, Year/
House Coordinator
Head of Student
Wellbeing, relevant
staff member/s and
student.
• The Principal will be
involved when
considered
appropriate.
Adhere to safety
regulations
The College
community owes a

duty of care to all.
This involves
providing a safe
environment and
arrangements for
proper supervision
and control.
For safety and legal
reasons students are not
permitted to:
• be in an’ out-of–
bounds’ areas within
the College grounds
• be absent from class
without permission
• leave the College
grounds during school
hours without
permission.
Staff are to move students
from an out of bounds
area.
When students found to be
absent from class or
outside of the College
grounds without
permission:
• teacher to inform

Year/ House
Coordinator
• Year/ House
Page 7 of 8
Acceptable
Behaviour
Student Wellbeing
Management
Procedures
Staff
Students found in an ‘out-
of-bounds’ area will be
asked to move on and
may be given extra duties
to perform.
Coordinator to contact
parent and issue a
Community service.
Student may complete
an in school
suspension for the
remainder of day.

• If required, a meeting
with parent, student
and Year/ House
Coordinator will be
conducted. Head of
Student Wellbeing to
be consulted.
Respect the
environment and
property of the
school and
others.
It is the
responsibility of all
individuals to
maintain a safe,
secure and clean
environment.
Items that are
banned are seen as
potentially
damaging to the
school environment,
community or
individuals if used
inappropriately.
All property should
be treated with

respect.
Internet/email
guidelines must be
adhered to.
The College provides high
security locks to students.
If a locker is locked or
unlocked using a different
mechanism, no
responsibility will be taken
by the College.
Lockers: must remain
locked and clean.
Items of value should be
secured in locked lockers.
Reported or suspected
incidences of willful
damage, locker or
internet/email misuse will
be investigated by the
Y/HC.
Litter. All students are
responsible for
maintaining a clean
College environment.
Students will be requested
to take responsibility for
litter in specific areas. If

the environment is not
maintained, students may
be given a clean up duty
or excluded from an area.
Banned items include:
• Liquid paper
• Chewing gum
• Permanent markers
(unless a subject
specific stationary
requirement)
• Lighters/matches
• Other potentially
damaging or
inappropriate items.
•
Report incidences of willful
damage, locker or
internet/email misuse to
the appropriate Year/
House Coordinator

Request students to be
responsible for their own
litter.
Items will be confiscated
and discarded and an
infringement recorded.
In some instances Year/
House Coordinator will
interview student and
make parental contact.
Page 8 of 8
Acceptable
Behaviour

Student Wellbeing
Management
Procedures
Staff
Abide by school
regulations
regarding banned
items and
harmful/illegal
substances and
items.
The possession, use
or distribution of
harmful/illegal
substances are
offensive or
dangerous to the
physical or
emotional health of
any student or staff
member. By
definition the
possession, use or
distribution of a
harmful or illegal
substance may be
deemed a criminal

offence.
Harmful/Illegal substances
& items include:
• Tobacco
• Nicotine
• Alcohol
• Unsupervised
prescription drugs or
‘over the counter
drugs’.
• Illegal/Illicit drugs
• Other legally
prohibited substances
• Possession of a
weapon
All incidents are to be
reported to the Head of
Student Wellbeing.
Parents will be contacted
to collect students and
arrangements will be
made for a formal
interview with the
Principal will take place.
For incidents of a criminal
nature, police advice will
be sought. Refer below,
Serious Behaviour

Breaches and Major
Disciplinary Sanctions.
All incidents are to be
reported to the Head of
Student Wellbeing.
Marcellin College is an Equal Opportunity Employer
MARCELLIN COLLEGE
160 Bulleen Road, BULLEEN VIC.3105
Student Wellbeing Policy
Title Student Wellbeing Policy
Sphere Student Welfare
Intended Audience Community
Related Documents Student Leadership, College Colours,
Positive Relationships, Restorative Practices, Student
Expectations and Guidelines, Student Attendance, First Aid,

Illegal and Illicit Substances,
Bereavement, Child Protection Policy
Author Pastoral Care Team
Last Update 1 September 2014
Review Date 1 September 2015
Rationale
Marcellin College is a Marist school that lives the mission and
ministry of the Catholic Church. Fundamental to the nature of
student
wellbeing provided by Marcellin Champagnat is the belief that
each person is created in the image and likeness of God
(Genesis 1:27), with
the inherent dignity that this implies.
An important foundational belief for Marcellin College is that
in Jesus we can see God’s image and likeness in its most human
expression,
and that Jesus’ values and teachings show all people "there is
no way to the Father, except through the son" (John 14:6) by
which growth
towards human potential is realised.
In accordance with this belief, values to be promoted in the
exercise of student pastoral care and wellbeing at Marcellin
College include
love, respect, compassion, acceptance, forgiveness, repentance,
reconciliation and justice. Corporal Punishment is not permitted
in the
school.

Structure
Marcellin uses a vertical system of Pastoral Care at the College.
Each student enters and leaves the College under the guidance
of a House
Coordinator and a Pastoral Leader for his 6-year term at the
College. There are nine Houses and within each House six
Pastoral Groups.
Each House has six pastoral leaders who work within a team
structure and with one of the pastoral groups. The structure is
de signed to
foster relationships between the student, parent and teacher
which embodies the Marist value of Family Spirit.
The vertical system helps students to develop relationships with
those in other year levels, allowing students to forge new f
riendships and
assist in the transition from different learning environments
(Primary School to Year 7, Junior School to Senior School,
Senior School t o post
school transition).
The House Coordinator, along with the Pastoral Leaders, is
responsible for the overall wellbeing and ma nagement of
students within their
House, including student management issues, the House SRC
and the House social justice issue and charities.
The Pastoral Leader establishes a rapport with both the students
in his/her care, as well as with the students' parents by being a
role model
of Simplicity and being a Presence in the life of the family.
Each Pastoral Leader monitors and responds to students' social,
emotional and
academic needs instilling in each individual student a Love of
Work. A significant role is to be the initial communication and

support between
the parent(s) and College to address any matters of
family/parental concern to/from the student's teachers.
In addition to subject teachers and Pastoral Leaders, student
wellbeing is also supported by the Heads of School (Junior and
Senior), three
Student Counsellors, Transition Coordinator and Deputy
Principal.
Pastoral Care Team
The Pastoral Care Team comprises of the Heads of School
(Junior and Senior), all nine House Coordinators, all three
Student Counsellors,
Transition Coordinator and the Assistant Principal – Operations.
The team meets regularly to develop and implement a whole
College
approach to student pastoral care and wellbeing.
CONTENTS
A. Vision
a) Our School Vision
b) Guiding Marist Characteristics

Appendix 1 – Positive Relationships
a) Definitions – bullying, discrimination, harassment
b) Behaviours that foster positive relationships
c) Help and Support
d) Witnesses and Bystanders
e) Legal Responsibility
f) Student Rights
g) Student Responsibilities
h) Student Expectations
Appendix 2 – Restorative Practices
a) College Expectations and Guidelines
b) Uniform and Grooming
c) Out of Bounds
d) ICT and Mobile Devices
e) CEOM Procedures
f) Student Management Plan
g) Student Management Support Group
h) Suspension, Negotiated Transfer, Expulsion
Appendix 3 – Case Management
Appendix 4 – Child Protection Policy

Appendix 5 – Student Leadership
Appendix 6 – College Colours
Appendix 7 – Student Attendance
Appendix 8 – First Aid and Ill / Injured Students
a) Anaphylaxis
b) Asthma
Appendix 9 – Illicit and Illegal Substances
Appendix 10 – Student Driving
Appendix 11 - Bereavement
A. Vision
a) Our School Vision
Marcellin College is a Catholic Marist boys’ school that is the
centre of a community of learning, life and faith. In partnership
with families,
we nurture our students as they grow from boys to fine young
men. We bring the Marist Charism to all members of our
community
through the teachings of St. Marcellin Champagnat and the
Gospel. We are a community where Jesus is known and loved ,

where each boy
belongs and the dignity of all is respected. We empower the
boys in our care to embrace all opportunities spiritually,
academically,
physically, culturally and socially with a determination to strive
for the highest with virtue and courage.
b) Guiding Characteristics
As a Marist Catholic school we are guided by the Marist
characteristics of Family Spirit, Presence, Simplicity, Love of
Work and In the Way
of Mary.
Family Spirit
We have a deep concern for the pastoral wellbeing of our
students, their families and our staff.
improved student learning outcomes. Consequently, effective
pastoral
care is recognised as promoting the achievement of such
outcomes. It is important to foster a concern for all in our
College
community.
provide an effective channel of pastoral care for students. The
Colleg e and
families share responsibility for developing and maintaining
such relationships of trust, characterised by respect for the go
odwill
of the other and a willingness to work together for the wellbeing

of the students.
Presence
We celebrate the diversity of our community where all are
welcomed, supported and challenged.
environment is safe, supportive, inclusive and empowering,
where diversity
is respected and valued, and within which students experience
connectedness and engagement.
amongst the various members of the College community is an
aim of
pastoral care at Marcellin College. This includes the
development of a commonly held respect for the rights of others
and a
community expectation that members will act respectfully
towards each other.
We seek to provide a learning environment that is
comprehensive, inclusive and responsive to the individual needs
of the students in our
care.
development, nurturing and sustaining of such an environment
to
ensure effective pastoral care for students.

Simplicity
We seek to develop a positive, just and caring environment
where all individuals can grow to their full potential.
support and enhance student development of a personal, social,
physical, emotional, mental and spiritual nature. Key elements
of such wellbeing are positive self -regard, respect for others,
and
personal resilience.
Love of Work
We seek to foster the development of the whole person,
respecting the dignity and worth of each individual by providing
a challenging
curriculum with attainable goals.
intervention approach to support student wellbeing; including
education,
formation and behaviour management, across all aspects of
College life and curriculum. This includes using a restorative
practices approach, student management plans and case
management to support student responsibilities and choices.
unities
for networks of pastoral care for students. Appropriate local
support services will continue to be utilised, and links or
partnerships nurtured, using a case management model to
support t he

needs of students and their families and to enhance the
College’s own pastoral initiatives.
In the Way of Mary
We seek to form a community of students, parents and staff
focused on the values of the Gospel where, following the
example o f Jesus, we
nurture a concern for all people, a sense of social justice and an
active faith life
leaders of learning, social justice and the positive development
of
relationships in the community by modelling the teachings of
St. Marcellin Champagnat. Student leadership is developed so
that
each member of the community can become a good Christian
citizen.
safe learning environment focussed on the values of the Gospel
by
living with a restorative practice approach. In restoring
relationships students, parents and staff foster positive
relationships
founded on respect as promoted in the Gospel.

A Marist Vision for Marcellin College.
MARCELLIN COLLEGE
Appendix 2 – Restorative Practices
One student management process of a formative nature that is
recommended for use in Catholic schools is Restorative
Practices. This
process has as its aim the promotion of resilience in the one
harmed and the one causing harm. Restorative measures help stu
dents learn
from their mistakes, grow in self-discipline, take responsibility
for their actions, recognise the impact of their actions on others,
and
reconcile and resolve conflict with others. A variety of harmful
situations are addressed, including truancy, bullying, drug use
and
harassment. Differences (racial, cultural, religious, economic,
etc.) are respected, understood and given equal protection.
Staff and students are strongly encouraged to use the ‘Affective
Questions’ card for incidents where a student’s behaviour does
not uphold
the expectations of the College:
1. What happened?
2. How did it happen?
3. How did you act in this situation?

4. Who do you think was affected?
5. How were they affected?
6. How were you affected?
7. What needs to happen to make things right?
8. If the same situation happens again, how could you behave
differently?
In working through the questions with the student(s), it is
important to focus on the specific behaviours or incidents
without blaming.
Restorative meetings may be used by Pastoral Leaders, House
Coordinators, Student Counsellors, Head of Schools and the
Deputy
Principal as a way of restoring relationships between students
and students, between staff and students and between staff and
staff. Formal
training is required for school personnel engaged in this
process.
a. College Expectations and Guidelines
To enable students to reach their full potential and to facilitate
the development and smooth running of the College communit y
a set of
guidelines exists regarding student conduct, behaviour and
management. Included are samples of the consequences that will
apply when
students breach expectations. The foundation for this set of
guidelines is that members of Marcellin College Community
will d isplay at all
times consideration, respect and acceptance towards others, as
well as personal responsibility.
The five levels reflect the increasing seriousness of incidents. It
would be hoped that at level one restorative consequences

would be
employed first, increasing in severity for students who persist in
behaving in an unacceptable manner. The consequences for
offences at
level five would normally be regarded as non-negotiable.
Individuals and individual circumstances need to be taken into
account when consequences are applied. The purpose o f the
document is to
guide staff to apply the possible consequences for inappropriate
behaviour and to provide a consistent policy for students, staff
and the
College community. The guidelines exist to ensure the rights
and needs of all people in the community are respected,
monitored and
effectively addressed.
It should be noted that the College expectations and
consequences also apply while students are engaged in outside
college ac tivities and on
the way to and from the College.
Levels Examples Of Unacceptable Behaviours/Actions
Suggested Responses
5 A sustained or serious breach of a Student Reinstatement
Management
Plan
Serious criminal offence
Trafficking in illicit or illegal substances
Major theft or willful destruction/vandalism
Threats or acts of physical violence, racism, discrimination or
harassment
made to a member of the College/wider community
Sustained failure to comply with College Expectations

Other
Principal & Deputy Principal
Conference with parents
rral to Police
4 Breach of a Student Reinstatement Management Plan
Threats or acts of physical violence, racism, discrimination or
harassment
made to a member of the College/wider community
Hurtful, threatening behaviour or inappropriate language
directed at a
member of the College community
Possession and/or distribution of offensive or otherwise
inappropriate
materials
Possession or use of illicit or illegal substances or material
Defiant and unruly conduct in the company of others
Serious breach of privacy in relation to the Mobile Phone &
Electronic
Equipment Policy
Continual conduct in the public domain that brings the College
into
disrepute
Theft, vandalism or destruction of property
Sustained disruption of the learning environment
Heads of School & House Coordinators

n from Class (es)
Serious breach of ICT Code of Conduct Policy and guidelines
Repeated incidents of smoking in uniform
Serious breach of the Student Driver Policy
Failure to attend Saturday detention
3 Sustained failure to comply with reasonable staff direction
Conduct in the public domain that brings the College into
disrepute
Direct involvement in a fight involving low level acts of
physical contact
Bullying, discrimination or harassment directed at a member of
the
College community
Sustained inappropriate use of computer resources
Possession of inappropriate materials
Inappropriate challenging of a staff member’s authority
Offensive language to a member of the College community
Absence from College activities without appropriate
documentation
Truant from classes without permission

Participating in threatening group behaviour
Sustained intimidation between students
Throwing of objects on College grounds and/or wider
community
Lateness to class or pastoral on more than 6 occasions
Three detentions in the term
Smoking in uniform
Breach of the Student Driver Policy
Continued disruption of the learning environment
Sustained uniform infringement at the College or in the public
domain
Graffiti & vandalism
Sustained failure to bring notebook computer equipment to class
Failure to attend an afterschool detention
Plagiarism and/or breach of examination expectations
Heads of School, Learning Area Coordinators,
House Coordinator & Pastoral Leader:
ent and facilities

2 Lateness to class or pastoral on 3 occasions
Continual failure to comply with reasonable staff directions
Continual uniform infringement on College grounds
Uniform infringement in the public domain
Breach of ICT Code of Conduct Policy and guidelines
Breach of the Mobile Phone & Electronic Equipment Policy
Intimidation between students
Failure to attend a lunchtime detention
Littering of the classroom/College grounds
Leaving College grounds without permission
Inappropriate language to a member of the College community
In the company of smokers
Truant from a class/pastoral
Indirect involvement in a fight
Being in an out-of-bounds area
Sustained failure to complete set tasks
Continued disruption of the learning environment
Continual failure to bring a notebook computer and relevant
equipment
to class
Spitting on the College grounds
House Coordinator, Learning Area Coordinator,
Pastoral Leader & reporting Staff member:
Contact with parents via Student
Planner/Phone/Email
Coordinator and teacher
ogy

Some unacceptable actions may be referred to the
relevant Learning Coordinator for appropriate
consequences
1 Uniform infringement on the College grounds
Inappropriate conduct, language or behaviour between students
Failure to bring a notebook computer and relevant equipment to
class
Inappropriate lateness to class and/or pastoral
Inappropriate use of computer resources
Failure to comply with reasonable staff direction
Disruption of the learning environment
Failure to complete set tasks
Off task behaviour in class
Eating in class
Littering
Reporting Staff member:
tion of student to another part of the
room or yard
Recess/Lunch
Planner/Phone/Email

relevant PL
Please note: The descriptors are neither exhaustive nor
prescriptive but should be used as a guideline, remembering that
individual
circumstances must be taken into account when dealing with
instances of misconduct. The College can modify the Student
Management
Guidelines without notice.
b. Uniform and Grooming
Marcellin College has a clear required uniform and grooming
dress code. Students are to wea r their uniform correctly at all
times, both in and
outside the College.
Terms 1 and 4 – compulsory
optional

Navy pullover
Terms 2 and 3 – compulsory
th trousers only)
– may only be worn outside the classroom when
it is

raining, but students must still carry their blazer to school
optional
Expectations on Grooming Dress Code
Students are expected to be neat and tidy and wear their uniform
with pride.
way TO and
FROM the College, as well as while at the College a nd
attending
excursions
complete
when students are engaged in sporting activities at recess or
lunchtime)
must always be done up, this includes the top button

is acceptable
raining
times
Hair
rcuts are required, with hair to
always be well groomed and not be extreme in either length
and/or s tyle (e.g. any
form of colouring, tails, mohawks, clean shaven, dreadlocks,
corn rows, undercuts and high fade cuts are some examples of
ext reme styles,
which are not acceptable)
below the eyebrows when brought forward, or be long enough to
tuck behind
the ears.
crew cuts are acceptable, no shorter than
No. 2 clipper/comb

Jewellery
-visible religious
medal (cross) on a necklace, is not to be worn with the College
uniform
al rings (even
when covered with tape), crosses that can be seen, wrist
bands/brac elets are not
acceptable
Physical Education
It is expected that students will bring appropriate clothing and
equipment to the College on PE days. In
the event of non-participation, or incorrect uniform, students
must report to the teacher in charge with
a note of explanation from their parents.
If student has a note from home, the note is to be passed on to
the Head of the Physical Education
Department after school by the supervising teacher. If student
does not have a note, the supervising
teacher will inform the Head of the Physical Education faculty.
PE & Sport Uniform – compulsory

ocks (plain white)
-shirt
1. The only acceptable trousers, shorts, shirts, pullovers,
blazers, bags, socks, PE/Sport uniform, scarves and gloves are
those provided by the
official College uniform supplier, Bob Stewart 201 – 211 High
St. Kew. VIC 3101. Phone: (03) 9853 8429
2. Students who are unable to be in complete uniform must
complete an “Out-of-Uniform request” note and obtain a
Uniform pass from
their respective House Coordinator during morning pastoral.
3. Students in breach of the College Uniform requirements
and/or Grooming Dress Code will be issued a consequence,
which may inc lude
being sent home.

c. Out of Bounds
Recreation Areas Thoroughfare (Only)
Out-of-bounds
Recreation Areas & Out-of-Bounds
Students are expected to observe the following. At lunch &
recess students have access to the following areas:
Out of Bounds Areas:
(No student access or thoroughfare)
1. ALL Ovals & Fields during Recess
2. Entire surrounds of Brothers’ Residence
3. Entire Lyons Oval and Gartner fields, including the two

coaches boxes, around Sylvester Drive and College driveway
from the s taff car park
onwards
4. Behind tree line on school boundaries (i.e. students should be
visible at all times), including tree line on Bray Oval
5. ALL areas behind the Hermitage building
6. Surrounds of MPAC/Functions Room including back steps
and entire College drive & staff car park
7. Ground Floor of the Br. Placidus Centre
8. All classrooms and buildings (i.e. Br. Placidus Centre,
Fourviere School of Visual Arts and Hermitage Building) at
lunchtime and recess
9. Bus shelters and island, centre of College Drive
Students follow directions of the supervising teacher. Refusal to
accept direction is referred to the House Coordinator and/o r
Pastoral Leader.
Restricted Areas
permitted by a member of staff. Students should knock quietly
on the door and
wait for a teacher.
this includes arrival and departure from the College. The main

car park area
should only be used as a thoroughfare throughout the day.
during recess and luncheon breaks; unless an arrangement has
been made with a
member of staff or a wet weather day has been declared.
Active areas (Non-contact ball sports): Passive areas (No Ball
sports):
and large
grass area

of Visual Arts
d. Information Technology Use
Students collaborate, communicate:
i. Due to the increased reliance on mobile phones in our society
today, many parents make a mobile phone available to their
sons for
safety reasons.
ii. If they need to bring them to the College, for safety reasons,
any student with a mobile phone is to leave it switched off in
their locker
for the duration of the school day and it is not to be used on the
College property from 8:40am until school ends at 3:10pm.
iii. However the College recommends that students do not bring
mobile phones, smartphones, iPods, iPads, MP3 players and/or
any
other similar electronic equipment.
iv. Mobile phones and other electronic equipment are not
permitted in any College based or VCAA examination.
v. If a student is found with a mobile phone, a smartphone, an
iPod, an iPad, MP3 player and/or any other similar electronic
equipment on

his/her person or is seen using and/or heard by staff during the
day (either in the yard, in class or on a College activity) the
item will be
confiscated until the student’s parents come to the College to
collect it from the relevant House Coordinator.
vi. Technology increasingly is impacting on the way in which
students learn and communicate. Therefore, the only exemption
to the
guidelines relating to the use of a mobile phone, a smartphone,
an iPod, an iPad or MP3 player in a classroom context is when a
student
has been given explicit permission to access and use such
devices to enhance learning opportunities. In such cases
students m ay use the
devices for its intended use for the designated lesson and in the
designated period, after which the device should be returned to
the
student’s locker.
vii. Parents are advised that students are not permitted to
receive or make telephone calls, take photos, film videos,
upload imag es to social
media or SMS messages on mobile phones or other electronic
equipment while at the College as their use/abuse may be a
breach of
the Privacy Act 1988. Any infringement may be handed over to
the Police.

viii. The College will take no responsibility for lost or stolen
phones, iPods, iPads, MPS players an d/or any other similar
electronic
equipment.
Considerable ICT resources are provided for student use at the
College. Students are expected to use and access these resources
responsibl y. Use
of these resources is expected to be in line with Student
Expectations of the College and the ICT Policy.
i. Use of such resources is for educational purposes only. ICT
resources include, but are not limited to, computers/laptops, per
ipherals,
network, electronic databases, access to the Internet, use of the
school intranet, software, Audio Visual material and student
accounts
providing access to many of these resources including email,
social media, electronic communications and storage facilities.
ii. Students are provided with a College owed laptop/notebook.
Students and their families should note the conditions of use
and return
the equipment in good condition and working order. Details of
these conditions are outlined in the documentation that accompa
nies
the computer when it is issued and copies are stored on the
College website. All documents relevant to the appropriate use

of ICT
resources at Marcellin can be found on the Learning
Technologies page of the College website.
iii. Students are expected to be aware of their responsibilities as
a safe and ethical digital citizen a nd should seek assistance
from relevant
staff if they are unsure. In order to protect the security and
integrity of college ICT resources and to protect all users, s
tudent accounts,
internet use, laptops, USBs and other storage devices may be
checked without warning for inappropriate materials.
iv. Students have a responsibility to have an understanding of
the College’s Positive Relationship Policy, ICT Policy, and the
Pr ivacy Act.
v. Breaches of the ICT Policy will result in appropriate
sanctions or restorative actions by the school – examples
include – ICT restrictions,
removal of ICT privileges, detention, conferences with parents,
referral to appropriate College leaders, and where appropriat e
remedies consistent with Levels 4 & 5 offences as suggested in
the Student Management & Expectations guidelines.
Some examples include:
Level 1: Inappropriate conduct, language or behaviour between
students (e.g. inappropriate online forum comments, ‘surfing
the web’ in class

without permission)
Level 1: Inappropriate use of computer resources (changing
settings, tampering with computers, accessing games without
permission)
Level 2: Continual failure to comply with reasonable staff
directions (e.g. where a student ignores teacher requests to pay
attention due to on-
line distractions)
Level 2: Breach of ICT Code of Conduct Policy and guidelines
(e.g. distracting self and others by playing games and/or
engaging in oth er online
activities when prior warnings have been given)
Level 3: Bullying, discrimination or harassment directed at a
member of the College community (e.g. Cyber bullying via
email, Facebook, MSN,
sms or other forms)
Level 3: Possession of inappropriate material (e.g. sexually
explicit videos)
Level 4: Serious Breach of ICT Code of Conduct and guidelines
(e.g. use of someone else’s password)
Level 4: Possession and/or distribution of offensive or
otherwise inappropriate materials (e.g. recordings of students or
staff withou t their
permission and forwarding to others such material)

Breaches of others’ personal safety and
personal privacy
Disrespecting Resource Limits Accessing Of And/Or Possession
Of Pornographic
Material
Illegal Activities Plagiarism Possession Of Other Inappropriate
Material/Software
Activities endangering System Security Breach of Copyright
Inappropriate use of the College's electronic database
or website structures.
Inappropriate Language Inappropriate Access to Material Other
Infringements relating to electronic devices, AV
or ICT equipment
Disrespect for Privacy Inappropriate Use Of Email, Social
Media (e.g. facebook, twitter, etc. Or
Messaging Systems
e. CEOM Procedures
Marcellin College has developed its own policy on Pastoral
Care. Such policies and procedures should be consistent with

the p rinciples presented in
the CECV Policy Statement, and in accord with policies and
procedures applying to Marist Education, as well as compliant
with relevant legal
requirements. They should be developed collaboratively, and
reviewed periodically. They should be published and readily
accessible to staff,
students and parents.
Student management processes at Marcellin College ought to
be: age - appropriate, special-needs responsive, formative and
restorative, not solely
punitive in nature.
Negotiated Transfer and Expulsion are processes of an extreme
nature, which may be used at Marcellin College under extreme
ci rcumstances and
when all other appropriate processes of student management
have proved unsuccessful.
All procedures are required for ensuring the preventative pro-
active approach to pastoral care in the College. This will
include in-servicing of staff by

members of the Pastoral Care team and possibly by members of
outside agencies with specialised knowledge if the need arises.
f. Student Management Plan
A process that is recommended for addressing individual
students’ management needs and assisting in their growth in
responsib le behaviours is the
Student Management Plan. A Student Management Plan is an
agreement reached formally between the College, a student, and
the student’s
parent(s)/guardian(s), recorded in writing, signed by these
parties and dated, regarding future behaviour of the student and
its management.
The following matters need to be considered and written into
such a Plan:
e, formative purpose of the Plan
this behaviour
d

review of the Plan
accord with the Plan’s stated expectations
g. Student Management Support Group
A recommended process for addressing student wrongful
behaviour of a serious nature is the engagement of a Student
Management Support
Group, may consist of:
e parent(s) or guardian(s) of the student
Counsellor, Individual Needs Coordinator, VET or VCAL
Coordinat or,
Careers Practitioner, outside welfare agency
— (optional)
The Student Management Support Group is convened following
a judgement by the relevant Head of School that a student has
engaged in

inappropriate behavior of a serious nature. The Student
Management Support Group seeks to:
and the implications for others in the community
student concerned
mine what further
management action, if any, within the College’s formulated
procedures , is
most appropriate
-
establish his/her place in the life of the College community
ropriate steps required to meet these
objectives
from both within the College and outside, to assist in
implementing the
action
at
decisions are implemented
In arriving at a decision, the Student Management Support
Group aims for consensus. Where this is not achievable, the
Head of School makes the

decision, in accordance with College policies. In some
instances, where the behaviour of a student is deemed to
threaten imme diate or ongoing
harm, distress or danger to others, it may be necessary to
withdraw or suspend the student from the student community,
prior to a meeting of the
Student Management Support Group. Responsibility for such a
decision rests with the Head of School and the Deputy
Principal.
The College defines student wrongful behaviour of a serious
nature to be activity or behaviour of a student which:
sly undermines the ethos of a Marist community and
Catholic College; and/or
order of a Principal or teacher; and/or
health of any member of the Marcellin community; and/or
opportunities of other students and/or the teaching effectiveness
of any
given staff member
Some wrongful behaviours of a serious nature are by definition
criminal offences. These may include criminal damage of
property, possession of a

weapon, major theft, and assault, assault with weapons, use,
possession or distribution of illicit or illegal drugs and alcoh ol
and sexual assault.
h. Suspension, Negotiated Transfer and Expulsion
Student management processes that ensure that the student
remains engaged and connected with the College community are
to be preferred to
those that disengage the student. Suspension should not be
applied unless College processes for the withdrawal of the
student from some aspect(s)
of school engagement are structured positively to assist in the
student’s return to acceptable behaviours.
Internal Suspension
Withdrawal from class and/or other College activities, if
judged necessary, is best done in-school, with appropriate
supervision and allocated tasks.
Home Suspension
Home suspension, if judged necessary, should only be applied
for the shortest time necessary. Normally, a student shall not b
e suspended for a
total of more than nine school days in any one College year. If
home suspension is decided upon, the College will provide the
student’s

parent(s)/guardian(s) with a written notice to this effect, where
possible prior to the day on which the suspension is to com
mence. The notice will
state the reason for the suspension, the date(s) on which the
suspension will occur, and will also offer the
parent(s)/guardian(s) the opportunity to
participate in a meeting to consider these and other related
matters, including:
suspension
during the time of suspension
e
monitoring his/her subsequent progress and settling back into
the College
environment , which may include mediation
If contact with parent(s)/guardian(s) is not possible, it may be
necessary to send the student home with the written notice a s
the first notification to
them. This decision rests with the College authority, taking into

account the age of the student, duty of care, and other rel evant
circumstances.
Negotiated Transfer
If the College’s procedures for addressing serious wrongful
behaviour have been exhausted without achieving success,
and/or the student
continues to offend seriously, it may be judged that a change of
school would be the most appropriate means of providing assi
stance to the student
and/or protection to the College community. The student’s
present school may not be the right environment for the student
and that another
setting would more suitably meet the student’s current and
future needs. In such a circumstance, the Principal or
Principal’s nominee will provide
comprehensive advice to the student and the student’s parents
about the benefits this option would provide, and seek their
agreement for a
Negotiated Transfer.
Negotiated Transfer involves a negotiated change of school by a
student either between Catholic schools or to a school withi n
another sector. In
the case of students who are of post-compulsory school age, a
wider range of options might be considered, for example, a
negotiated transfer,

either temporary or permanent, to the workforce, or to a higher
education or training institute.
Responsibility for negotiating a transfer is with the Principal
(or Principal’s nominee) of the College. Process for Negotiat ed
Transfers:
responsibility of the family to make initial contact with the
school of their
choice.
e
which learning environment would best provide for their
son’s emotional, social and spiritual needs.
they have contacted.
Principal of the chosen school to provide support for the
student's application
school through the provision of appropriate staff and resource
support.
Expulsion

Expulsion of a student from Marcellin College must not occur
except in the most serious of circumstances, and when the
follow ing conditions all
apply:
a) Wrongful behaviour of a serious nature has occurred, and
b) The College’s other processes for addressing such behaviours
have been applied and not been successful, and
c) The welfare and safety of others in the College community,
or the need to maintain order and protect the rights of others,
ma ke it
necessary that the student no longer be present in the Marcellin
community.
Only the Principal of Marcellin College has the authority to
expel a student. Prior to the expulsion being confirmed, the Pri
ncipal will explain clearly
to the student and the student’s parent(s) the reason(s) for the
intended expulsion, and provide them with an opportunity to
speak on behalf of
their son.
As a courtesy, the Principal may inform the Marist Provincial
(via the Director of Champagnat Education) and Director of the
Diocesan Catholic
Education Office, of the intended expulsion and reasons for it

The parent(s) of a student expelled from Marcellin College may,
within five school days of receipt of the notice of expulsion ,
seek a review of the
Principal’s expulsion decision. The request for a review must be
in writing to the Principal, stating the grounds on which the
review is sought. The
Principal will convene an Expulsion Appeals Panel consisting of
two or three relevant leadership persons. The Appeals Panel m
ay hold a review
within five school days of being convened. The Principal is to
notify to the parent(s) the findings of the panel, and the pane l’s
subsequent decision. If
the Appeals Panel endorses the expulsion decision of the
Principal, the expulsion decision holds.
If the Appeals Panel recommends that the student be readmitted
to the College and the Principal accepts this recommendation, a
s tudent under
fifteen years of age must return to College immediately,
whereas a student fifteen years of age or over is to return t o the
College at a time decided
by the Principal.
This panel’s decision will be final, and is not subject to further
Appeal or Review within the Catholic Education system.

MARCELLIN COLLEGE
Appendix 1 – Positive Relationships
“We must love them and love them all equally”
St Marcellin Champagnat
Marcellin College is committed to providing all staff and
students with a working environment that values diversity and
respects differences
in its community, where each person is treated with courtesy
and respect in a fair and just manner. All members of the
College community
have a responsibility to ensure a safe and supportive
environment which fosters growth, positive self-esteem and
interpersonal
relationships. This means that bullying, discrimination and
harassment that damage relationships in our College community
will be taken
seriously.
These guiding principles aim to:
re learning environment where students and

staff are at ease and work in harmony
report an act of bullying, discrimination or harassment and are
confident
that the school will respond appropriately
they have been bullied, discriminated or harassed
What is Bullying?
Bullying is a form of harassment that occurs when any staff or
student is exposed to behaviour (physical, verbal or
psychological) which is
hurtful, threatening or frightening. Such behaviour may
intimidate, offend, degrade or humiliate.
What is Discrimination?
Discrimination (unfavorable treatment) is generally where one
person is treated differently from another in an area of public
life (for
example, a work place). Discrimination occurs in relation to a
person’s race, gender, age, disability, sexual orientation,
physical features,
religious belief or family circumstances.
What is Harassment?
Harassment is any unwelcome and uninvited behaviour, which
creates a climate that an individual or witness finds
intimidating, offensive or
humiliating. Examples include pushing, punching, play-fighting
etc. The motive or intention is not relevant. Harassment can be
a single
unwelcomed incident or a persistent pattern of unwanted
behaviour. Sexual harassment can involve physical, verbal or
nonverbal conduct
of a sexual nature which is unwelcome and uninvited and

deemed inappropriate at the College.
b. Behaviors that foster positive relationships The following are
examples of unacceptable behavior which do not
foster positive relationships
Speaking with respect and consideration of others
Listen to all sides of the story before making a decision
Accept responsibility for your actions. Ask yourself:
“What did I do? What effect has it had? What can I do to help
fix
things?”
Apologies when you are wrong
Accept apology when given and create the opportunity for
restitution of wrongs
Reflect on the impact your behavior might have upon others,
myself and the College community, e.g. discussing confidential
information inappropriately, gossiping, listening to gossip etc.
Encourage and celebrate individual achievement
Appreciate individual difference
Being friendly and welcoming of people into your group
Name calling, teasing, intimidation, ridiculing and sarcasm
Making comments about another's physical appearance, family,
country
of birth, religion, age, sexual orientation or disability (including
using
technology/social media to do so)
Putting down others and their achievements
Spreading rumours, demands for money or possessions
Intrusive questions about a person’s private life or body
Glaring and menacing gestures
Purposely excluding or isolating individuals
Damaging, removing or hiding belongings

Physical contact, violence or threats
Unwelcomed sexual advances, comments, jokes or insults
Uninvited physical contact such as touching, slapping or kissing
Displays of offensive or pornographic material including
posters,
calendars, internet sites, graffiti and cartoons
c. What can I do and where can I go to for help?
All reports about bullying, discrimination or harassment will be
regarded seriously, sympathetically and dealt with promptly.
Parents, staff
and students may take appropriate action by:
behaviour to stop
text messages, emails etc
tion with someone you trust within the
College e.g.: Subject teacher, Student Counsellor, Pastoral
Leader, House
Coordinator, Head of School or Deputy Principal
discuss the matter anonymously
seriously
d. Witnesses and Bystanders
If you are a witness to bullying, harassment or discrimination:
- being witness to or being part of a group which
is behaving inappropriately is equally unacceptable
- so that the
person being bullied, harassed or discriminated against can get
help, as
can the person behaving inappropriately

appropriately to stop
e. Legal Responsibility
Over the past 30 years the Commonwealth Government and
State and Territory governments have introduced a range of
anti-
discrimination, equal opportunity and other laws, to help protect
people from bullying, discrimination and harassment. All work
places (like
a school) have a moral and legal responsibility to be aware of
all laws and develop policies that take reasonable steps to
prevent the
discrimination and harassment from occurring and to manage it
effectively when it does occur. Individuals are, of course,
responsible (and
possibly liable) for their own actions.
f. Student Rights
It is the right of each student to work in a safe, secure and
enjoyable learning environment where:
and safe;
-curricular
opportunities is provided;
teaching;

respected, and
differences are respected.
g. Student Responsibilities
It is the responsibility of each student:
elcoming, caring and supportive
environment by showing consideration for each other and
ensuring their words
and actions cause no harm to others by maintaining a College
environment free of discrimination and harassment in all its
forms.
ere with the education opportunities of others
and to acknowledge their right to participate in a full range of
College
activities
acting in ways which look after their own, other people’s and
College
property.
environment in the classroom by following instructions and
adhering to cl assroom
rules and staff expectations.
acting in a manner that is not disruptive or unsafe to themselves
or
others.
correctly and acting in a manner that reflects well on
themselves, their

families and the College.
regularly, be on time for classes and other College
activities and be properly prepared.
h. Student Expectations
All students must conduct themselves in such a way that they
are at all times a credit to Marcellin College. Students are to
behave in an
orderly manner and to be courteous to and show consideration
for staff and other students at all times.
breach of College expectations. The general manner in which
students
address one another and staff should reflect dignity and respect.
manner that fosters others to learn and grow.
other that is discriminatory or derogatory on the basis of race,
sex,
nationality, appearance, background or religion. Discrimination
and harassment in any form including bullying or fighting is
unacceptable.
considerate manner at all times when in public when in full
uniform and when
travelling to and from the College by bus or other transport.
Students must use traffic lights and pedestrian crossings when
available.
brought to the College. The carrying of weapons or dangerous
devices

such as flares is strictly forbidden. Riding bikes, skateboards,
rollerblades, etc on College grounds is not permitted.
unacceptable whilst at the College, any College activity or when
wearing the
College uniform at any time or place.
College premises is absolutely forbidden. The taking or
provision to another of
illicit or illegal drugs, or alcohol, or to smoke any tobacco
product either on the College premises or off the College
premises is
absolutely forbidden.
EDFD604: ASSESSMENT TASK 2
INVESTIGATION BEHAVIOUR MANAGEMENT
Student Name:
__________________________________________________
CRITERION HIGH DISTINCTION DISTINCTION CREDIT
PASS NN
Introduction and

orientation to the
report on behavior
management
policies/plan and
practices
The introduction provides
an exceptionally strong
orientation to the topic, the
structure, the parameters
and the purpose of the
report/behavior plan.
The introduction provides a
strong orientation to the
topic, the structure, the
parameters and the
purpose of the
sound orientation to the topic,
the structure, the parameters
and the purpose of the
satisfactory orientation to the
topic with some attention
given to the structure, the
parameters and the purpose
of the report/behavior plan.
The introduction provides an
inadequate orientation to the
topic with limited

consideration of the structure,
the parameters and the
purpose of the report/behavior
plan.
Critical analysis of
theory and policy
frameworks from the
sources/literature
The report provides a
highly insightful and
exceptionally well-
integrated critical
evaluation of key behavior
theoretical perspectives,
policy frameworks and
research literature.
The report provides an
insightful and well-
integrated critical
theory, policy frameworks
and research literature.
considered and integrated
critical evaluation of key
behavior theory, policy

frameworks and research.
satisfactory critical evaluation
of key behavior theory, policy
frameworks and research
literature.
The report provides a limited
theory, policy frameworks and
research literature.
Argument structure
questions answered,
argument,
implications for
practice and specific
examples
Outstanding clarity and
insightful knowledge of,
the area. High level
descriptions, explicitly
stated points that form a
very knowledgeable,
logical, exceptionally well
developed approach to
the topic Skilled ability to

apply knowledge and
experience about the
topic by identifying highly
relevant examples and
insightfully connected.
Comprehensive detailed
knowledge of the area.
Strong and clear
descriptions, explicitly
stated points that form a
logical, well developed
approach to the topic.
High level ability to apply
knowledge and
experience about the
topic with excellent
specific examples clearly
identified and insightfully
connected.
Sound knowledge of topic.
Mostly clear descriptions
and with stated points that
form a logical approach to
the topic. Effective
application of knowledge
and experience about the
topic. to Well considered
specific examples identified
from the literature, and
mostly connected.
Satisfactory knowledge with
some points stated as to the
approach to the topic. Some

evidence from the literature
in identifying examples and
applying to the topic under
consideration.
Limited or inaccurate
knowledge of topic. Points
hard to identify. Limited use
of or no support from the
literature. Inaccurate
application of knowledge
about the topic. Reference
to no specific examples.
Summary,
interpretation and
implications for
practice and
recommendations,
further research
The conclusion and
recommendations provide
evidence of an
exceptionally high level of
achievement; the report
maintains the focus of the
introduction, provides a
summary of the
contribution of the literature
to extant knowledge, and
describes implications for
practice and future
research.

The conclusion and
evidence of a high level of
summary of the
contribution of the literature
to extant knowledge, and
describes implications for
practice and future
research.
The conclusion and
evidence of sound
summary of the contribution of
the literature to extant
knowledge, and describes
implications for practice and
future research.
The conclusion and
evidence of satisfactory
generally maintains the focus
of the introduction, provides a
summary of the contribution of
the literature to extant
knowledge, and describes

implications for practice and
future research.
The conclusion and
evidence of limited
achievement; the report is
inadequate in maintaining the
focus of the introduction,
providing a limited to no
summary of the contribution
of the literature to extant
knowledge, and limited in
describing implications for
practice and future research.
Academic report
writing, citations and
referencing
The report provides
evidence of exceptional
communication skills.
The writing is precise and
concise with minimal
errors in expression,
grammar, spelling and
punctuation.
All sources are cited and
the reference list is
completed accurately in
APA (6th ed.) format.
The report provides
evidence of high level

communication skills.
The writing is precise and
concise with minimal
errors in expression,
punctuation.
All sources are cited and
the reference list is
completed accurately in
APA (6th ed.) format.
The report provides
evidence of sound
communication skills. The
writing is generally precise
and concise with few errors
in expression, grammar,
spelling and punctuation.
All sources are cited and the
reference list is generally
completed accurately in APA
(6th ed.)
The report provides
evidence of satisfactory
writing is generally focused
with some errors in
expression, grammar,
spelling and punctuation.
Most sources are cited and
the reference list is generally
completed accurately in APA
(6th ed.) format.

The report provides
evidence of inadequate
writing is unfocused with
many errors in expression,
punctuation.
Sources have not been
adequately cited and the
reference list is inaccurately
completed in APA (6th ed.)
format.
Comments:
Overall Grade: ___ (Weighting = 50%)
Lecturer: ____________________ Date:
________________
Report justifying the need for a Behaviour Management Plan
(BMP)
As Team Leader (Teaching) of a specific cohort in primary
(Years 4 - 6) or secondary (Years 7 - 9) the situation has arisen
for the need to evaluate and develop a Behaviour Management
Plan (BMP), synthesising two to three key theories of classroom
management and linking to specific strategies for managing

challenging behaviours.
Weighting: 50%
Length and/or format: 2,750 words
Purpose:
The purpose of this assessment task is to build on assessment
task 1 and develop students understanding of inclusive
approaches to behaviour management. Students are to discuss
and critically evaluate behaviour management policies within
their local school context. This task will give pre-service
teachers opportunities to develop knowledge, skills and
understandings that will assist them to manage their classrooms
in positive and successful ways.
PRODUCT:
Each student is required to submit a report investigating and
evaluating inclusive behaviour management policies of 2,750
words.
PROCEDURE:
In justifying the need for a behaviour management plan, you
might consider:
· Your philosophy and beliefs about learning and teaching
including how this has developed throughout your course and
the influences on that development. This may include beliefs
about how children learn, what influences behaviour, the
outcome and intention of interventions, the degree of control,
and the role of the teacher, the role of the parent/carer;
· Synthesis of two to three key approaches to classroom
behavior management that reflect your philosophy and beliefs;
· Justify the need for a behaviour management plan in your
local school context;
· Demonstrate a knowledge and understanding of inclusive
approaches to behaviour management;
· Discuss the implications for practice in relation to your local

school context and propose a behaviour management plan
containing strategies promoting classroom climate, student
wellbeing and inclusive pedagogical approaches;
· Identify strategies for working effectively with colleagues,
parents/carers, external professionals and community
representatives;
· Communicate using clear and concise language of an academic
report genre in the field of education allowing for the use of
appropriate conventions;
· APA academic referencing style to be used;
· A suggested template is provided on LEO as a helping tool. It
is a guide only and is for you to use and adapt as you see fit. It
is not prescriptive.
Referencing
This unit requires you to use the American Psychological
Association (APA) referencing system.
See the Academic referencing’ page from the Office of Student
Success for more details.
Helpful information on referencing electronic sources may be
found at the official APA site.
Link to the library’s APA Referencing. Explore the site as
necessary.

Classroom Management theory examples
· Bill Rogers: Positive Behavior Leadership
·
· - It is a practical and skills based approach to class and
school-wide behaviour management.
· - Emphasis on colleague support
· - Develop and maintain positive behaviours within a rights,
responsibility, rules focus
· 5 basic principles:
· - the shared rights and responsibilities of all (students
and staff) should be expressed as rules;
· - confrontation and potential embarrassment should be
actively minimised;
· - show confidence in students by offering choices;
· - model respectful and dignified behaviour; and
communicate (quality) standards and expectations positively.
· - (Lyons, Ford, Arthur-Kelly, 2011)
·
William Glasser: Choice Theory
· Was originally called ‘control theory’- key ideas is
that we can only control our own behaviour
· Choice Theory says that we choose all our actions,
thoughts and indirectly most of our feelings
· It is in contrast to Stimulus/Response theory that
says we respond to a stimulus (e.g phone ringing)
Behaviours are attempts by students to meet their needs
-Survival, belonging, power, freedom, fun
· Motivation of students comes from within.
· A student who does not feel powerful may be
disruptive in class to feel a sense of control.
· A teacher who recognises this can look for ways for
the student to meet this need e.g assign the student a specific

role
· Teacher as ‘boss’- uses coercion
· Teacher as ‘leader’- never use coercion, we follow
them because we believe that they have our best interests at
heart
· ‘create a quality school where students’ basic needs
can best be met, and respect is central to teacher– student
relationships’
· Focus is on facilitating learning and co-operative
learning strategies
· Building positive student-teacher relationships is
central
· Focus is on internal or intrinsic motivation rather
than external
· Intrinsic rewards are more effective for creating
positive change e.g experiencing success
· Extrinsic rewards can be effective at first but once
the reward is removed the inappropriate behaviour tends to
return E.g. lollies
·

Behavioral Management Philosophy
Depending on the learning environment, certain teaching
strategies need to be adopted in order to achieve a positive
learning outcome for all learners with diverse abilities. Direct
instruction should be adopted in various stages of the theory
based lessons. Direct instruction is the use of straight forward,
explicit teaching techniques, usually to teach a specific skill.
This teaching method is adopted when information is taught to
students in a classroom environment when the teacher is out the
front of the class teaching students. This method is highlighted
in examples when students are asked to follow teacher
instructions and listen to material followed by a classroom
discussion demonstrating the student views and understanding
of the topic. This strategy enhances student learning because
they have maximum opportunity to listen effectively to Key
knowledge and ask questions when they need assistance. This
classroom organization also maintains student focus because
awareness can be monitored by the teacher and classroom
distractions are limited.
Effective verbal and nonverbal forms of communication
promote an effective learning environment. The classroom
organizational strategies and communication strategies differ
depending on the lesson layout. Theory based lessons are in a
classroom environment that is systematically arranged where
direct teaching is suitable and students are allocated into pairs,
an effective approach to maintain class focus and management.
Verbal communication is important in these classroom settings
via discussions where students can engage in activities and
discuss their feelings and feedback can be provided. Students
are also organized into pairs and groups so they are forced to
work together and engage in activities as a team ultimately

trying to achieve the same result.
This form of verbal communication is intentionally inviting and
promotes positive behaviour by enhancing the student’s
opportunity in the learning environment. Practical lessons are
organised to allow students to participate in activities in groups
so they can engage in physical activities together to enhance
their teamwork and social skills.
EDFD604 Fostering Positive Behaviour
ASSESSMENT TASK 2:
Evaluation of School Behaviour Management Policies and
Practices Suggested Template
Development of a Behaviour Management Plan
Assessment Task 2 is a modified report genre, where headings
and sub headings are permissible. The following template is
provided as a guide and is in no way prescriptive.
1. Table of Contents
2. Introduction

As Team Leader of a specific cohort (Years 4-9) identify the
purpose of the report i.e. investigating and justifying the need
for a Behaviour Management Plan. Identify two to three key
theories/approaches to classroom behaviour management which
will inform the plan. Outline why the development of a
behaviour management plan has become a priority which has led
to this report (rationale). Summary of the background to set the
scene. Provide a plan of what the report will cover.
3. Argument
Substantiate why an investigation and/or evaluation of
behaviour management policy/ implementation of a behaviour
management plan is required that has led to this report. With
reference to the theory/literature/policy directions what will the
investigation achieve in providing a better understanding of
positive behaviour management policy/developing a behaviour
management plan that supports student participation and
engagement? What course of action is needed?
4. Review and evaluation of school policy and practice
· Provide a substantive summary by critically examining two to
three behaviour management approaches/theories and key
research literature/policy frameworks that support the
development of a positive behaviour management plan. What
should be done? - what does it look like?
· Justification of behaviour management plan - Which
combination of options to adopt and why these? E.g. a Rogers
and Glasser based plan?
· Discuss the implications for practice of the behaviour
management plan e.g. strategies promoting classroom climate,
student wellbeing, participation and inclusive pedagogical
approaches;
· How does the behaviour management plan include and support
teacher colleagues, students, parents/carers, external
professionals and community representatives? How are teachers
supported? E.g. education, resources and personal support;
counsellor.

· Implementation and predicted outcome - When and in what
order? How best to implement for best results? What are
expected gains for such a plan? For the
school/adolescent/teacher/parents? (short term/long term)
· How might the plan be evaluated? Be measured? E.g. student
survey.
NB. Tables and diagrams can be used (not counted in the word
limit). Appendices can be used (not included as part of
the word limit but must be referred to in the text of the report).
1. 5. Executive Summary
Summary of key points for consideration by Leadership Team.
6. Conclusion
Restate the purpose of the report and summarise briefly the
report’s findings. Ensure that the conclusions are consistent
with the purpose as outlined in the introduction.
7. Recommendations - Implications for both policy development
and classroom practise
Summary of decisions or suggestions made from the report
findings/literature/conclusions and used to recommend further
action within a timeline e.g. by the end of term 1.... Continue to
be implemented in the following school term... Can be
identified in dot point form.
8. References
All sources are cited in text and the reference list is completed
accurately in APA (6th ed.) format and includes only cited
sources.
NB: Header or Footer includes the code (EDFD604), your name,
and page number (e.g., 2 of 6).

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