Page 1 of 8
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 ...
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
you will post on a current political issue that interests you and be.docxemelyvalg9
you will post on a current political issue that interests you and begin the weekly debates. The debate topic will be centered on the content for this week but will include current issues that are happening in politics and government. It is essential to follow the debate guidelines set up in
Week 1
and participate fully in the debate process. Remember debating is not about who is right or wrong, but who can express their ideas in a professional manner using current evidence and a thorough understanding of the issue.
Some potential topics for this week include:
The Supreme Court often makes final judgments on a wide variety of cases. How does their decision affect the legislative review of the law or statute that was involved in the final decision? Discuss some of the ramifications of this decision based on other social issues occurring at the time.
Presidential appointments to the United States Supreme Court impact the judicial philosophy of that body and the outcome of rulings. The first female member of the Court was Associate Justice Sandra Day O’Conner (1981–2006), followed by Ruth B. Ginsburg (1993), Sonia Sotomayor (2009), and Elena Kagan (2010). What impact will these appointments have on the judicial philosophy of the Roberts Court?
Examples of interactions between the legislative and judicial branches of government—how did these interactions take place? Were they mandated in some way? Was there some other outside influence?
Recent examples of preliminary and declaratory judgments.
.
You will examine and summarize the public health responses to your s.docxemelyvalg9
You will examine and summarize the public health responses to your selected issue/topic which is HIV//AIDS...by identifying who is involved and what actions they are taking (the “who” and the “how”). Specifically, the following critical elements must be addressed: IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking. A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response? B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning. C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples. Use the Public Health Interventions Worksheet to enter your descriptions. you are using worksheet ATTACHED
.
More Related Content
Similar to Page 1 of 8 Rationale The Student Behaviour Manage
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
you will post on a current political issue that interests you and be.docxemelyvalg9
you will post on a current political issue that interests you and begin the weekly debates. The debate topic will be centered on the content for this week but will include current issues that are happening in politics and government. It is essential to follow the debate guidelines set up in
Week 1
and participate fully in the debate process. Remember debating is not about who is right or wrong, but who can express their ideas in a professional manner using current evidence and a thorough understanding of the issue.
Some potential topics for this week include:
The Supreme Court often makes final judgments on a wide variety of cases. How does their decision affect the legislative review of the law or statute that was involved in the final decision? Discuss some of the ramifications of this decision based on other social issues occurring at the time.
Presidential appointments to the United States Supreme Court impact the judicial philosophy of that body and the outcome of rulings. The first female member of the Court was Associate Justice Sandra Day O’Conner (1981–2006), followed by Ruth B. Ginsburg (1993), Sonia Sotomayor (2009), and Elena Kagan (2010). What impact will these appointments have on the judicial philosophy of the Roberts Court?
Examples of interactions between the legislative and judicial branches of government—how did these interactions take place? Were they mandated in some way? Was there some other outside influence?
Recent examples of preliminary and declaratory judgments.
.
You will examine and summarize the public health responses to your s.docxemelyvalg9
You will examine and summarize the public health responses to your selected issue/topic which is HIV//AIDS...by identifying who is involved and what actions they are taking (the “who” and the “how”). Specifically, the following critical elements must be addressed: IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking. A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response? B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning. C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples. Use the Public Health Interventions Worksheet to enter your descriptions. you are using worksheet ATTACHED
.
You will engage with intercultural communication outside of class..docxemelyvalg9
You will engage with intercultural communication outside of class. This assignment requires that you interact with and learn about a culture that is di
ff
erent from your own. The important consideration here is
involvement
, not just as a bystander or observer, but
engagement
with people from a cultural group other than your own.
.
You will create a critical book review. It MUST contain the followin.docxemelyvalg9
You will create a critical book review. It MUST contain the following sections:
I. Complete bibliography (APA)
II. A brief italicized summary of the thesis or purpose of the book (I.e., why the book’s author decided to write the book)
III. Critical description and review of main chapters/sections of the book in meeting the author’s purpose in writing the book, and how each of those chapters contributed or did not contribute to that purpose. Things to think about here include:
Is there an adequate, consistent development of the author's purpose throughout the chapters or sections? Why or why not?
What is the author’s purpose, i.e., what does he/she hope to accomplish through this
book? Does the author accomplish the purpose? If so, how does he/she do so? If not,
why not?
Does the author approach the subject with any biases, i.e., do the author’s professional, theological, experiential, philosophical, denominational, or cultural perspectives influence his/her conclusions?
Does the author properly support his/her thesis? Does the author adequately consider and refute opposing viewpoints?
Is the book limited in application to audiences and is the book relevant to contemporary business practices?
IV. A general summary that addresses each of the following:
What are the strengths of the book, i.e., what contributions does the book make?
Why should a person read this book?
What did you learn from this book?
How might you apply the lessons of this book going forward in your academics or career?
Would you recommend the book to others? Why, or why not?
.
You will craft a business report that demonstrates the company’s abi.docxemelyvalg9
You will craft a business report that demonstrates the company’s ability to understand the use of social media for the following purposes: Raise awareness, Influence desire,Encourage trial, Facilitate purchases, Create loyalty.
You will use ONE (1) of the following companies or brands:
Coca-Cola, Red Bull, Nike, Chanel, Uber, Boeing, MAC Cosmetics, LA Dodgers, Pampers, Netflix or McDonald’s
Your assignment is to analyze the brand or business’ use of social media by examining their presence on the following social media platforms:
Facebook
Twitter
Instagram
Pinterest
YouTube
Your report needs to be factual and analytical. Please don’t incorporate your personal feelings or emotional responses. Think of this report as the type of report created by a social media consultancy firm before a first meeting with a client. The goal is to assess where the client is in terms of their social media use while providing a sense of what the firm would/could do for them if they were to hire it. The report should include the following sections (
TIP: Follow the sections below as an outline and write your report with the specific sections!
)
Introduction
: Introduce the company and what it is that they do and why social media is important to their business; HINT: Look at the industry they operate within as well as norms/standards for social media use in that industry; Be succinct. No filler.
Overall summary of social media use and purpose:
Briefly summarize the company’s history with social media and current use of social media along with the overall strategic focus from one or several of the above purposes; Can you identify who manages social media for the business (marketing department, outside social media advertising firm etc.)? Are they using the different tools like Twitter, Instagram Pinterest etc. in ways that are unique or duplicative (of other companies or competitors or even of other platforms—in other words are they saying the same uninspired things over and over again across platform or are they a unique voce that adapts to the platform/medium? How are they leveraging each tool for best effect/impression?
Use of each listed tool:
List how each tool is used; provide examples
Assessment and recommendations:
Assess overall social media use. Make at least three recommendations based upon your assessment and research; HINT: look at strengths, weaknesses, opportunities and threats associated with the firm’s use of social media.
.
You will create a thread in response to the provided prompt for each.docxemelyvalg9
You will create a thread in response to the provided prompt for each forum. Each thread must be at least 400 words, demonstrate course-related knowledge, and integrate at least 2 peer-reviewed articles. In addition to the thread, you will reply to the threads of at least 3 classmates. Each reply must be at least 250 words and contain at least 1 citation from a peer-reviewed journal and 1 from the textbook
The case of Welcome Israel provides another opportunity to analyze individual and organizational approach to change(s) and the impact of those changes. The case provides a synopsis with Ofra Sherman and Glaxo’s situations as the change was unfolding between these two firms. As you reflect on the change in this case study, respond to the following prompts as you prepare your DB thread for this assignment:
What did Glaxo-Welcome do? What should they have done?
Did Ofra Sherman do the right thing? What would you have done?
What was Ofra Sherman’s predicament? How did she get into it?
How do you evaluate her actions as described in the case?
RESPOND TO THIS POST FROM FERGUSON
Wellcome Israel is a pharmaceutical company operating in Israel. Wellcome is being acquired by Glaxo and soon will become Wellcome-Glaxo. This appears to be a hostile bid type takeover to create a large pharmaceutical company. All employees and management were extremely surprised by the takeover and are having a hard time processing it. The main them and problem that will be noted in this post is the lack of communication, direction and vision.
Glaxo-Wellcome is on the way to becoming one of the largest pharmaceutical companies in the world. There is an apparent hostile takeover in progress that no one including Wellcome management is aware of. As with any change there are periods of uncertainty, fear, and anxiety. The main focus is a general manager Ofra Sherman and her team who works for Wellcome Israel through Promedico. This takeover was done in a manner that is very disturbing in the fact that there was no communication and very little guidance throughout the entire process.
What they should have done is really quite simple and that is communicate. As I mentioned before change is a very anxious time and can lead to stress and poor work performance for those involved. “Good communication throughout every stage of the change process is vital to keep everyone informed and motivation levels high.” (Kirke 2012) This takeover shouldn’t have been a surprise to Wellcome and they should have been upfront with employees about what was going to occur and then once the takeover by Glaxo started the communication should have ramped up. I think one of the best ways to have handled this would have been to have teams from both companies setting up meetings so there was a continuous flow of information.
Ofra Sherman in my mind was in a very tough spot once again a lack of communication between all the parties really left her between a rock and a .
you will choose a social issue affecting the workplace and working.docxemelyvalg9
you will choose a social issue affecting the workplace and working environment, and develop a paper that thoroughly discusses the issue from both the workplace and societal viewpoints. Be sure to include the positive and negative aspects of the issue in relation to the workplace, society, and workers, especially the unique worker groups who may be most affected (e.g., women, immigrants, LGBTQ citizens, the working or middle classes, and racial, ethnic or cultural groups). Analyze how the issue could be positively supported using various social controls (e.g., laws, organizational policies/practices, training/education, government or corporate involvement, or social change) and recommend interventions in these areas. In addition, discuss the potential social or economic benefits which may result if your recommendations were implemented.
Choose
one
of the following social issues:
The role of women in leadership
Sexual harassment
Executive versus worker compensation disparity
The gender wage gap
Whistleblowing
The paper must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly sources. Cite your sources in text and on the reference page.
Writing the Paper
The Paper:
Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style
.
You will accomplish several acid-base titration exercises to complet.docxemelyvalg9
You will accomplish several acid-base titration exercises to complete this Case Assignment at the following Virtual Laboratory website:
Strong acid versus strong base titration and weak acid versus strong base titration
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/a_b_phtitr.html
First read the following article about pH indicators:
http://chemwiki.ucdavis.edu/Physical_Chemistry/Acids_and_Bases/Case_Studies/Acid_and_Base_Indicators
In this experiment you will be analyzing the neutralization between a strong acid and a strong base. According to the Arrhenius Acid-base Theory, when dissolved in water, an acid raises the concentration of hydrogen ion, H
+
while a base increases the hydroxide ion, OH
-
concentration. When reacted together the acid and base will neutralize each other according to the net ionic equation (1).
H
+
(aq) + OH
‐
(aq) → H
2
O(l) (1)
An acid is considered to be strong if it completely ionizes in water. In this lab, you will be using the strong acid, hydrochloric acid, HCl, to neutralize the strong base, sodium hydroxide, NaOH, according to the neutralization reaction below.
HCl(aq) + NaOH(aq) → NaCl(aq) + H
2
O(l) (2)
The progression of the reaction will be observed using a pH meter and a titration curve will be created using the experimental data. You will start with a sample containing only the acid and indicator and slowly add your standardized base. A titration curve is simply a plot of the pH of an acid versus the volume of base added, or vice versa. The titration curve gives a good description of how an acid-base reaction proceeds. The pH will start out low and acidic, then increase as it approaches the equivalence point, where the concentration of acid equals that of the base. Then as the solution becomes more basic, it will slowly rise and level off as an excess amount of base is added. Note that the equivalence point is slightly different from the endpoint of a titration. The endpoint is when the indicator changes color. This does not always correspond to the equivalence point.
As pre-laboratory preparation it is critical that you review the ideas on strong acid-strong base titration presented in your class readings.
Strong acid versus strong base
With your first sample, select an indicator from the two options and do a quick titration by adding 1 mL increments until you reach pH 2.5; then dropwise increments until you reach pH 10.7; after that add 1 mL increments until pH 11.5. Record your buret readings after the addition of each increment. Allow time for the reaction vessel to become equilibrated and for the pH reading to become stabilized and then record the pH value in your notebook alongside the buret reading. Leave an empty column between the buret reading and the pH in which to place the volume of NaOH added (difference between present buret reading and initial buret reading). Stop the titration when you have reach.
You will be creating the front page of The Terrace Gazette. Your.docxemelyvalg9
You will be creating the front page of
The Terrace Gazette
. Your front page will feature the following:
One story that summarizes the story and provides a discussion of the thoughts, actions, and motivations of Troy or Rose.
Two pictures - one should illustrate a major scene in the play; the other should illustrate a particular character. Each picture needs a caption.
One story that provides a detailed analysis of a character through the lens of a particular theme in the text.
One story that provides opinion - It can criticize a character, praise another... it needs evidence.
.
You want to create a study to examine the psychological factors affe.docxemelyvalg9
You want to create a study to examine the psychological factors affecting how teenagers in an impoverished urban area spend their time outside of school.
Use of the scientific method.
•Discussion of which methods you used, why, and potential sources of error.
•Explanation of the relationship between the hypothesis vs. the null hypothesis; and connection to your study.
•Analysis of potential ethical issues, their importance in research, and how to address them.
•Discussion of potential issues regarding culture, gender, diversity, or the environment and how to address them.
•Explanation of which types of sources were used and how these choices may affect results.
•An overview of how you would present your findings and why they can be classified as being within the field of psychology.
.
You will be completing a Spotlight on a selected African nation. .docxemelyvalg9
You will be completing a Spotlight on a selected African nation.
Here is the template for this assignment:
Spotlight template (editable)
These nations cannot be selected as they are covered in the course materials:
Algeria
Congo
Cote d'Ivoire (Ivory Coast)
Ethiopia
Egypt
Ghana
Liberia
Libya
Mauritania
Mali
Rwanda
South Africa
These nations have already been selected by your classmates:
Angola - Kelly
Cameroon - Christopher & Anthony (Because of my error, two are assigned to this nation)
Central Republic of Africa - Roman
Chad - Morgan
Djibouti - Leeann
Gabon - Nicholas
Kenya - Jacob
Madagascar - Jena
Morocco - Dylan
Mozambique - Rosalynn
Namibia - Domique
Nigeria - Avery
Republic of the Congo - Alexus
Senegal - Timothy
Sierra Leone - Evan & Dailaquon (Because of my error, two are assigned to this nation)
Somalia - Cierra
Sudan - Megan
Tanzania - Bobbie
Togo - Jacob
Note: Your instructor will update this list as nations are selected.
.
You receive a document (linked below) by certified mail. After readi.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
* steps you are required to take,
* options available to you,
* contacts you would make, and
* documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
.
You receive a document (linked below) by certified mail. After rea.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
steps you are required to take,
options available to you,
contacts you would make, and
documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
Click
here
to access the OSHA citation document for this assignment.
.
You recently received a Leader of the Year award from a local ci.docxemelyvalg9
You recently received a
Leader of the Year
award from a local civic group. As such, you have been asked to make a speech to a group of management graduates who wish to take up leadership roles in your industry. Write a speech that you would give to this group of graduates.
In your speech, discuss:
The leadership qualities that led to you receiving the award
Your sources of motivation and inspiration to be a good leader
Examples of influences by different colleagues—peers, juniors, and seniors—throughout your tenure as a leader
Please include a 10–12-slide PowerPoint presentation to accompany your speech. Apply APA standards to citation of sources.
Your presentation should include highlights from the speech, such as career progression, influences, mentor information, future goals, etc.
.
Student Name _________________________________ Date _____________SE.docxemelyvalg9
Student Name _________________________________ Date _____________SEC450 iLab3 Report
Initial Configuration ISP Router
version 12.3(4)T7
!
hostname ISP_Router
!
interface FastEthernet0/0
ip address 200.100.0.1 255.255.255.0
!
interface FastEthernet1/0
ip address 200.100.40.1 255.255.255.0
!
interface Serial0/0
ip address 200.100.10.1 255.255.255.0
!
interface Serial0/1
ip address 200.100.20.1 255.255.255.0
!
router rip
network 200.100.0.0
network 200.100.10.0
network 200.100.20.0
network 200.100.40.0
!
line con 0
line aux 0
line vty 0 4
password cisco
line vty 5 15
password cisco
!
end
Note: RED text indicates the required questions to answer
Task to Set up Security Policy for Offsite Database Server
#1. Explain the meaning of the "three P's" best practice rule to create ACL in routers
#2. Explain the difference between the following two access-list commands
a) access-list 101 permit tcp any any eq 80
b) access-list 101 permit tcp any eq 80 any
#3. What are well-known, registered, and ephemeral UDP/TCP ports?
#4. What is wrong with ACL 105?
access-list 105 permit tcp any any
access-list 105 deny tcp host 201.141.0.3 any
#5. What well-known TCP port does Oracle Database (sql net) server use?
#6. A company is managing an Oracle Database located in a Public Server to support day-to-day operations in Dallas and Chicago networks. The company has requested its Internet Access Provider (ISP) to create the necessary ACL at the ISP router securing that only responses from Oracle server to certain hosts are allowed to enter Dallas and Chicago LANs.
ISP network engineers decided to use extended ACL, and applies it to F0/0 interface in ISP router. Why did they decide to create an extended ACL and apply it in interface F0/0 for inbound traffic?
#7. Copy below ISP router’s initial running-config file from page 2, and add the commands needed to create and apply the ACL in the ISP router.
Answer all questions in this document and upload it in Week 3 iLab Dropbox.
3
Revision Date: 1103
1
SEC450 ACL Tutorial
This document highlights the most important concepts on Access Control List (ACL) that
you need to learn in order to configure ACL in CLI. This tutorial does not intend by any
mean to cover all ACL applications, but only those scenarios used in then SEC450
iLabs.
Introduction to Access Control List
A host-based firewall essentially works closing and/or opening ports in a
computer. The engine behind firewalls is built with Access Control Lists (ACL).
Network-based firewalls are implemented in device-specific appliances and
routers. Basically, firewalls in routers filter packets through interfaces to permit
or deny them.
Ports are layer-4 address specified in TCP/IP protocol suit that identify
networking processes running in clients and servers.
ACLs are configured using shell-specific commands. In Cisco IOS, CLI
commands.
Student NameStudent ID No. Assessment Task 2. .docxemelyvalg9
Student Name: Student ID No.:
Assessment Task 2. Case study report. Starbuck’s Coffee (30 marks).
Samson &Daft (2015) pp.346-347
Assessment Criteria
HD
D
C
P
MF
F
Q1. Identification and explanation of Starbuck’s competitive strategy according to Porter. (6 marks)
Q2. Discussion of Schultz’s use of the following to implement the competitive strategy at Starbuck’s. (12 marks)
· Leadership (3 marks)
· Structure (3 marks)
· Information and control systems (3 marks)
· Human resources (3 marks)
Q3. Discussion of strategies and business activities Schultz has used in expanding Starbucks internationally (6 marks).
Academic writing, report format and referencing (6 marks)
· Clear, grammatically correct writing with no spelling mistakes and correct use of the report format (3 marks)
· Correct in-text citations and reference list citing a minimum of four academic references using the APA method (3 marks).
TOTAL MARKS OBTAINED
Grade
Aspects of the assignment which were done well.
Aspects of the assignment which could be improved.
Lecturer: Location: Date:
IMG_4441.JPG
IMG_4440.JPG
.
Student Name Brief #5 Use of Audit Software Review and Survey.docxemelyvalg9
Student Name Brief #5 Use of Audit Software: Review and Survey Date
Central Message: Auditing has had to change from “around the computer” to “through the
computer” due to sources only being available in electronic form. CAATs and CAATTs improve
efficiency and effectiveness of audits. A variety of standards and statements were issued because
new guidance was necessary once the growth of IT affected the nature, timing, and extent of audit
procedures. Continuous auditing is the key to improving the efficiency and effectiveness of audits.
Author’s Theme: Auditors are advised to use CAATs to gather evidence so that they can increase
the efficiency of inspection and analytical review. One of the many statements released on IT, SAS
94, stressed that IT’s impact on internal control is a result of the nature and extent of the system’s
complexity rather than the size of the firm, which is why auditing through the computer is
important when testing controls. Auditors can pinpoint the risk areas and thus have a better idea of
what to inquire when questioning management; improving the quality of the evidence and thus the
audit. Importance: Advancement in information technology has a direct impact on business
processes and the audit. Increasingly, auditors are required to perform audits in computerized
environments; therefore, additional standards are required to ensure that financial statements
auditors continue to perform high quality audits. Conclusion/Opinions: (1) The author concludes
that auditing through the computer is important when testing controls because of the impact IT has
on internal control. GAAS field work #2 supports this because the IT system is a part of the entity’s
environment, and especially, when it is complex, the auditor must audit through the computer to
adequately assess internal control risk. (2) Using CAATs can increase the efficiency of audit
procedures. SAS No. 106 indicates that CAATs allow auditors to inspect electronic evidence directly.
(3) Auditors should use data analysis from audit software in order to pinpoint the risk areas and
gain a better idea of what to ask management. AS # 5 states that risk assessment underlies the
entire audit process, including the determination of significant accounts and relevant assertions,
selecting controls to test, and determining the evidence necessary.
Auditing
Article-Briefs
All Briefs are Individual Assignments
Briefs are one (1) page write-ups of selected articles requiring you to (1) summarize the article with the central message and the author’s theme; (2) discuss 2 reasons why this is an important or unimportant topic for the audit profession; and (3) indicate your agreement or disagreement with 3 of the author’s conclusions or opinions and support your 3 points with different auditing standards (PCAOB, ASB, IAASB, ACFE, IIA etc.). Do not agree or disagree with the standards but agree or disagree with the author. You may NO.
Student Instructions.JPG
Student.xlsx
DocumentationCBAAuthorDatePurposeTo track data on active students at CBAData Definition TableFieldDescriptionData TypeNotesSIDStudent IDNumberLast NameStudent's last nameTextGenderStudent's genderTextMale, FemaleMajorStudent's majorTextAccounting, Finance, Marketing, Management, UndecidedGPAStudent's GPANumberFormat to two decimal placesScholarshipsStudent's receiving scholarshipNumberAccounting format, no decimal placesResidenceStudent's residenceTextIn state, Out of stateClassStudent's classTextFreshman, Sophomore, Junior, Senior
CBA DataSIDLast NameGenderMajorGPAScholarshipsResidenceClass101MccawleyMaleMarketing2.69Out of stateSenior102TatraiFemaleAccounting2.99In stateSophomore103AmukamaraMaleUndecided2.95In stateFreshman104SimonsenFemaleMarketing2.86Out of stateSenior105LarraldeMaleUndecided2.01Out of stateSophomore106ShearerMaleManagement2.32In stateJunior107OttoFemaleUndecided2.39In stateFreshman108BelloffFemaleMarketing2.88In stateSenior109BrizendineMaleManagement2.28In stateJunior110BreitenbachFemaleFinance3.27In stateSophomore111FullerFemaleUndecided2.98In stateFreshman112PomerenkeMaleManagement2.88In stateSenior113JohnsonMaleUndecided2.78In stateFreshman147LopezMaleManagement2.96$ 2,000In stateSenior118ThomasMaleMarketing2.98$ 2,000Out of stateJunior137LunaFemaleAccounting3.23$ 2,000In stateJunior117HullMaleManagement2.97In stateSophomore115LoertscherMaleMarketing3.25$ 2,000In stateSenior119RichardsonMaleMarketing3.85In stateSenior120RomeroFemaleAccounting2.96Out of stateSophomore121AgbebakuMaleUndecided2.99Out of stateFreshman122BocskayMaleAccounting2.27Out of stateSenior123ConnollyFemaleUndecided3.18Out of stateFreshman124CruzFemaleUndecided2.07In stateFreshman125JeffressFemaleFinance2.29In stateJunior126KangFemaleMarketing2.65Out of stateJunior127KreisherFemaleMarketing3.27In stateSophomore128LesinskiFemaleManagement2.85Out of stateJunior129RichMaleMarketing2.92In stateSenior130SantillanFemaleMarketing2.26In stateJunior114NkolMaleManagement3.59$ 2,000In stateSenior132LlanesFemaleUndecided2.07Out of stateFreshman133BrezinaMaleUndecided3.26Out of stateFreshman134ThurowFemaleAccounting2.30In stateSenior135BurnsFemaleManagement2.66Out of stateSenior136LucchesiMaleFinance2.32In stateJunior175DaveyFemaleManagement3.81$ 2,000Out of stateSenior138SchornackMaleManagement2.61Out of stateSophomore139GomezFemaleMarketing2.57In stateJunior140SkaarMaleMarketing2.86In stateSenior141RubinoFemaleManagement2.59In stateSophomore142DecarloFemaleUndecided2.95In stateFreshman143McclellandFemaleMarketing2.65Out of stateSenior144SupanMaleMarketing2.66In stateJunior145WinklerFemaleManagement2.96In stateSenior146GallegosMaleUndecided2.96Out of stateFreshman131SandovalFemaleFinance3.82$ 2,500Out of stateJunior148WaldronMaleUndecided2.93In stateFreshman149PerkinsFemaleMarketing2.57In stateJunior150SappFemaleManagement2.91Out of stateJunior151LicanoFemaleMarketing2.03In stateSophomore152GonzalezFemaleMark.
Student Lab Activity A. Lab # CIS CIS170A-A1B. Lab.docxemelyvalg9
Student Lab Activity
A. Lab # CIS CIS170A-A1
B. Lab 5s of 7: Modularization
C. Lab Overview – Scenario / Summary:
TCOs:
TCO: 7
Given a set of program specifications for a simple business problem utilizing a modular design, code and test a program that meets the specifications and employs best programming practices.
TCO: 8
Given a set of program specifications for a simple business problem, code and test a program that implements methods with parameter lists that are passed as supported by the chosen programming language
This lab will familiarize the student with the process of modularizing his or her code.
D. Deliverables:
Step
Deliverable
Points
5
Program Listing, Output, and Project Files
45
The Dropbox deliverables include the following.
1. Include a zipped file with all the files from your Visual Basic project (see directions in Doc Sharing on how to collect and zip files.)
2. Create a single MS Word document and include the following.
· For each lab, copy and paste your code directly into the MS Word file.
· Include screenshot(s) of your test data with test results. Enter enough data to demonstrate that all your code has been tested.
· Include another screenshot of the Visual Basic build output messages. Check your build output to make sure you have a successful build with (0) errors and (0) warnings. NOTE: The build output messages appear at the bottom of your window after you click the Build menu and before you click the Start Without Debugging option. Your build output messages provide a list of compiler warnings or errors and let you know whether your program compiled successfully.
· Include the Word document as part of the zipped project file.
3. Upload each part of the lab into its corresponding weekly Dropbox.
E. Lab Steps:
Preparation:
If you are using the Citrix remote lab, follow the login instructions located in the iLab tab in Course Home.
Locate the Visual Studio 2010 Icon on the desktop. Click to open.
Lab:
Step 1: Create a New Project
Create a new project in VB.NET. Name your project CIS170A_Lab05.
Practically every real-world professional program in existence today uses some type of modular design—this is just the way programs are designed and built. As a result, the primary objective of this lab is for you to understand how modular programs are designed and how data are passed between modules as the program is executing. This may be one of the most important lessons of this course, so it is critical that you focus on the modular design of the program; if you have any questions, post them to the Lab Forum threaded discussion.
In this project, we are going to use the Week 4 Hockey Player Statistics program that you created last week as a starting point and make a few minor changes in the program requirements. What you will do is take the existing project and with only slight modifications to the form design you will modularize the design of the code and then add a few new requirements. As you .
Student Name:________________
1. Article Title, Author, Date and Source:
Transmission Unaccomplished, John Authers September 24
th
2010 Financial Times Page 12
2. Article Summary:
“Transmission Unaccomplished” written in the Lex section of Friday’s Financial Times
offers an interesting and simplified perspective of the complex and sophisticated purpose and
workings of monetary policy. At a time when the world is reeling from the effects of
misunderstood monetary policy in the United States and other nations around the globe, this
article clearly cuts to the heart of the matter, provides a simple, easy to understand analogy
relating monetary policy to an automobile. The authors describe the key moving parts of the
economy as they correlate to their counterparts in an automobile. While he labor and
resources constitute the fuel of the economy, technology and institutions correspond to the
engine, and commerce is depicted as wheels. The financial system is the transmission,
responsible for moving the power and energy created by the fuel and engine to the wheels.
This simple analogy helps frame the context for the reason why central bankers – the
transmission mechanics – were facing increasing difficulty. In particular, the 1.6 % drop in
the dollar’s value, the lack of real economic turn-around, and the lagging increase in GDPs
around the world. The authors seem to think the US, despite an increasing saving rate and
10% deleveraging, still has long ways to go on the road to recovery, and the automobile
analogy suggests, is in need of significant repairs and rebuilding before it is truly road worthy.
3. How is the article is related to the readings and class discussions?
The concepts in the article mesh with the readings in chapters 3 – 5 as a current, real world
depiction of how monetary policy influences decisions in economics. The article highlights the
need for central bankers to properly manage monetary policy in order to maintain the
transmission of the vehicle, and keep the proper amount of power moving from the motor to the
wheels. It questions the true value of quantitative easing, and highlights the ramifications of
pursuing excessive QE as a policy. Just as was discussed in the first five chapters of the text
book, monetary policy involves a delicate balance of adjusting interest rates, setting currency
value, and establishing guidelines that enable prosperity and growth. The article also identifies
too much intervention as a possible means for enhancing the problems we face, rather than
ameliorating the problems.
4. What did I learn from this article?
This article certainly helped put monetary policy, something I seem to be familiar with only
through studying politics and economics, into a very concise, easy to understand framework that
enables a deeper understanding of greater associated issues. I learned that the US liabilities are
Student .
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Page 1 of 8 Rationale The Student Behaviour Manage
1. Page 1 of 8
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:
2. • 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.
3. 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
4. • 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.
5. • 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
7. 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
appropriate Year/ House
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
appropriate Year/ House
Coordinator or the Head of
Student Wellbeing.
If respect is not shown to
a staff member, the staff
member should explain to
8. 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.
9. 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
10. 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
11. Page 4 of 8
Acceptable
Behaviour
Rationale Procedures
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.
12. 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
13. 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
14. 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
15. Rationale Procedures
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.
16. 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
17. 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
18. assessment settings.
Page 6 of 8
Acceptable
Behaviour
Rationale Procedures
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.
19. 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
20. 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
21. 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
22. Year/ House
Coordinator
• Year/ House
Page 7 of 8
Acceptable
Behaviour
Rationale Procedures
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.
23. • 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
24. 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
25. 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
26. 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
27. Rationale Procedures
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
28. 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
29. 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,
30. 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.
31. 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
32. 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.
Marcellin College is an Equal Opportunity Employer
CONTENTS
A. Vision
a) Our School Vision
b) Guiding Marist Characteristics
33. 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
34. 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
Marcellin College is an Equal Opportunity Employer
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 ,
35. where each boy
belongs and the dignity of all is respected. We empower the
boys in our care to embrace all opportunities spirituall y,
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 w ellbeing
36. 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.
37. 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
38. 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.
39. A Marist Vision for Marcellin College.
MARCELLIN COLLEGE
160 Bulleen Road, BULLEEN VIC.3105
Student Wellbeing Policy
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?
40. 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 betw een 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
41. 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 Reinstateme nt
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
42. 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
43. n from Class (es)
A Marist Vision for Marcellin College.
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
44. 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
45. 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
46. 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
47. 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
48. Navy pullover
A Marist Vision for Marcellin College.
Terms 2 and 3 – compulsory
th trousers only)
– may only be worn outside the classroom when
it is
49. 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
50. 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
51. 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
52. 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.
53. A Marist Vision for Marcellin College.
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
54. 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
55. 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
56. of Visual Arts
A Marist Vision for Marcellin College.
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
57. 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.
58. 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
59. 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
60. 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)
61. 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
62. 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.
A Marist Vision for Marcellin College.
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
63. 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
64. 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
65. 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
66. 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
67. 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 …
68. A Marist Vision for Marcellin College.
MARCELLIN COLLEGE
160 Bulleen Road, BULLEEN VIC.3105
Student Wellbeing Policy
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:
tudents and
staff are at ease and work in harmony
69. report an act of bullying, discrimination or harassment and are
confident
that the school will respond appropriately
port for students and staff who believe
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.
70. 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
71. 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
hin the
College e.g.: Subject teacher, Student Counsellor, Pastoral
Leader, House
Coordinator, Head of School or Deputy Principal
discuss the matter anonymously
etaliation will be regarded very
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
72. A Marist Vision for Marcellin College.
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;
e property of the College are
respected, and
73. differences are respected.
g. Student Responsibilities
It is the responsibility of each student:
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.
ities 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.
ntribute to a conducive and effective learning
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.
74. es 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.
75. 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
76. 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
report/behavior plan.
The introduction provides a
sound orientation to the topic,
the structure, the parameters
and the purpose of the
report/behavior plan.
The introduction provides a
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
77. 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
evaluation of key behavior
theory, policy frameworks
and research literature.
The report provides a
considered and integrated
critical evaluation of key
behavior theory, policy
frameworks and research.
78. The report provides a
satisfactory critical evaluation
of key behavior theory, policy
frameworks and research
literature.
The report provides a limited
evaluation of key behavior
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
79. 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
80. 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
81. recommendations provide
evidence of a 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
recommendations provide
evidence of sound
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
recommendations provide
evidence of satisfactory
achievement; the report
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.
82. The conclusion and
recommendations provide
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
83. 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 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
communication skills. The
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
84. communication skills. The
writing is unfocused with
many errors in expression,
grammar, spelling and
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%
85. 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
86. 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.
87. 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
88. · 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
·
89. 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 strai ght 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
90. 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
91. 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 teacher s
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
92. 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).