St Monica’s Primary School

Moynihan St
Evatt 2617
Telephone: 02 6258 5105
Fax: 02 6259 2101
Email: office@stmonicas.cg.catholic.edu.au

Vision
Like Monica, live through prayer and witness;
committed to family and the community of
faith.

Mission
Our mission as members of St Monica’s community is a
commitment of the growth of all that are involved in the
community. We achieve this growth and sense of community
through accepting and supporting each other. This enables us to
be witnesses of the values we hold as Christians

School Motto
Respect
For our creator, ourselves, others and our environment

Beliefs about
Learning
Quality
Learning requires the active construction of meaning.
Learning must be relevant, successful and provide a
purpose.
Learning is developmental and a life long process.
Learning is enhanced by a supportive and challenging environment.

Equity
Learning is innate. Every person is a learner.
Learning is individual. What is learned depends on the way it is
learned and with whom it is learned.
Learning happens within social and cultural contexts,
independently and through interaction with others.
Therefore attitudes and values impact on learning.

Partnership in
Education – Goals
At St Monica’s we strive to:
- Promotes personal, spiritual and educational
growth of the members of the school community.
- Provide an enriched, holistic curriculum in which the Gospel
values are central to all learning experiences, thus
integrating faith and life.
- Enable all students to achieve high standards of learning
and individual excellence.
- Develop self-confidence, optimism, high self-esteem and
respect for others.
- Promote equality of education opportunities for all
students.
- Equip children to adapt to the challenges of society and
understand their Christian responsibility to the environment
and our multicultural community.
- Work co-operatively with parents in the shared role of
children’s education.
- Provide opportunities for all community members to be
prayerful, reflective and secure in the belief of the
goodness of the human spirit.
- Provide the opportunity for peer support and co-operative
learning for students and teachers.

Whole School
Timetable
8.56am Bell for children to move to line up
9.00am Classes commence
11.00am Break one commences
11.30am Bell is sounded for children & teachers to move to class
area
1.10pm Supervised eating indoors
1.20pm Break two commences
2.00pm Bell is sounded for children & teachers to move to class
area
3.10pm Dismissal time for classes

Staff Prayer
Each Monday morning all staff meets in the staff room to
share prayer & reflection at 8.15am.
.

Curriculum
St Monica’s Catholic Primary School provides a balanced integrated
curriculum from Kindergarten to Year 6 with Religious Education
as the focus. Through the incorporation of co-operative classroom
practices, our students learn to work not only alone but also in
groups to solve problems.

Each year a theme is selected based on the life of St Monica. This

theme forms a basis for focusing on particular values. The whole
school chooses two values to study each term. These values
include: Respect, Acceptance, Friendship, Cooperation, Celebration,
Reconciliation, Thanksgiving, Hope.

The integrated curriculum draws together where

appropriate, concepts, knowledge, skills,
attitudes and values from the following Key Learning Areas:
Religious Education; Mathematics; English; Science & Technology;
Personal Development/Physical Education and Health; Creative Arts
and Languages other than English. It focuses on developing
competencies in expressing, investigating, communicating, creating
and reflecting.

This integrated curriculum is supported by Special Needs and

Enrichment Programs.
The Special Needs Program includes:
- Support by the Resource Teacher, Teacher’s Assistants together
in partnership with the classroom teacher for children with
learning difficulties in the area of Literacy & Numeracy.
- Reading Recovery.

The Enrichment Programs available through the school include:

- Tuition in guitar, piano, saxophone, clarinet,
flute, trumpet, trombone and violin;
- School Band – Tuition in all instruments;
- Japanese lessons for Years K – 6
- Chess After school group;
- Camp program for Year 5 & 6
- AIS Swimming program for Kindergarten to Year
2;
- Gymnastics K – 6
- Peer Support Leadership Program Year 6 students;
- Mediator Program Year 6 students;
- Music – Drama Performances e.g. Wakakirri;
- Choirs – Eisteddfod and Japanese;
- Tournament of the Minds

Library
The school library is fully computerised and well resourced. It is an
integral part of our education program. The Librarian teaches library
skills and strategies to all children at their appropriate
developmental stage level. Each student is encouraged to borrow
books regularly. The library is open each lunch time Monday –
Thursday.

Computer Laboratory
A computer laboratory assists staff to prepare all
students in the area of Communication & Information
Technology as we move into the year 2007.
Students develop their ICT skills and learn how to
use the computer and also a variety of ICT tools
such as digital camera, video camera, light Pro for
PowerPoint presentations, etc. Every classroom is
connected to the school computer network, and has at least two
computers attached to the Lab printer for use in teaching/learning
tasks.

Health Education
Health education incorporating Physical Education and
Sport is an integral part of our curriculum with the
emphasis being placed upon participation by all
pupils and the encouragement and development of a
variety of sporting skills. Specialist training in various
sports is also provided through sport clinics.

Homework
Homework is accepted practice within all classrooms. The amount of
homework varies according to age and the cooperation of parents in
completing home study is essential. Teachers will advise parents on
homework requirements at the Parent Information Nights in Term
One. Students in Year 3 through to 6 are expected to maintain
Homework Communication Journals.

Excursions
Excursions are organised for all classes during the year and will be
associated with topics being studied. Parents will be notified of
these excursions in a detailed note.

Parent – Teacher
Communication
St Monica’s believe that ongoing communication between parents
and teachers is essential in providing the best education for
children.
Parent Information Nights are held early in Term 1 and we ask
every family to be represented. Parent interviews occur in Terms 1
and 2 or upon request. Information nights on particular areas of the
curriculum are held during the year in conjunction with P & F
General Meetings.
Term Overviews of Grade/Stage Curriculum are distributed to
parents at the beginning of each term.
Reporting to Parents on Student Progress
Term 1: Teacher/parent conversations. This is an
opportunity for parents to pass on information to
teachers about their children so that teachers are more aware of
each child’s needs, interests and talents.
Term 2: A portfolio of each child’ work is sent home in Week 9. A
report accompanies the portfolio. Parents are invited to attend an
interview to discuss the portfolio. Parent comments are invited to be
returned to class teachers.
Term 4: A report is sent home at the end of Week 9 with the
student’s portfolio and parents are encouraged to return comments
to the school.

We have an open door policy and parents

are encouraged to contact the school to
make an appointment if they are concerned
about their child’s progress.

Newsletters are sent home every Wednesday, one

copy per family.
A School Calender is distributed to all families each year.
Assemblies are held regularly. Parents are most welcome to attend.
Grade involvement is notified through the weekly calendar in our
newsletter.
A Year Book is available in Term 4 for every family.
Teacher supervision begins at 8.30am and concludes at 3.30pm.
Parents are asked to assist by not bringing children prior to the
supervision commencement time and collecting them promptly after
school.

Drop off and Pick Up

Procedure
Parents are asked to park in the Church Car Park, on the Blacktop or
in Chomley Court Car Park. No child is to go into a car park
without a parent. Staff supervise these areas. If children are to be
picked up and dropped off after the commencement of school, a
note must be sent to the class teacher and children collected and
delivered through the front office. Children will not be released from
the classroom.

Uniform
School uniform must be worn at all times and parent
cooperation is sought in assisting the school in this
important aspect of school life. The St Monica’s
Clothing Pool opens each Thursday morning from
9.00am to 10.00am & on public service days from
3.00pm to 4.00pm. All items of the uniform either
new or second hand are available.

Behaviour
Management
The goal of all student management plans is for students to feel
safe and happy at school. At St Monica’s we strive to create an
environment where students are encouraged to learn in an
environment of success and trust. Strategies to develop positive
behaviour include whole school, class and individual student
activities.
Whole School Strategies
Values Focus
Each term one or two values are selected for the whole school to
emphasise in the class and playground. These values are consistent
with St Monica and also link with Religious Education Units.

Principal’s Award
These awards are presented at the Whole School Assembly on
Fridays. Teachers select one or two students to receive a Principal’s
Award.

Social Skills Training

During the year students have lessons on assertiveness training so
that students develop effective strategies for handling teasing and
bullying behaviours. Specific strategies are taught and practiced
within the classroom and playground. Additionally visiting shows
focussing on strategies are booked each year to build on the work
that is being done by teachers.

Social Skills Awards

These awards are presented at weekly assemblies. The social skills
award is linked to the value chosen. During the week teachers
nominate students who are displaying a social skill, such as
including others in games, and the names are placed in a box for
each stage. The students are given a reward to acknowledge their
efforts. Rewards include: $2 canteen voucher, computer play etc.

On Task Training
At the beginning of the year teachers are trained in the
process of On Task Training. This process is used initially as
a fun activity so that students understand what it means to
be on task. Gradually the process is used in class to
monitor students work habits.
Peer Mediators
Year 6 students assist the playground duty teacher at first break and
at lunchtime. At the beginning of the year all Year 6 students
participate in training to understand the role of peer mediator.

Peer Support
This program makes links with children across
grades for a series of activities. These activities
help the children develop communication and social
skills. It also helps children come to know each other,
and develop relationships which are not always
possible in the playground or in the classroom. This will give
students the rapport with others and develop a willingness to look
after each other. The program is led by Year Six students (under
supervision and guidance of their teachers), and their training
assists with their communication, social and leadership skills.

Seasons for Growth

This is a school based program, and operates in school hours. This
program commenced in 2002. The aim of this program is to give
children a chance to understand their grief, which is a result of the
loss of a family member through death, divorce, or separation.

Buddy Classes Program

This program promotes responsibility and a sense of school
community through older classes being matched with younger
classes. The buddy program is an important component of the
Kindergarten Orientation Program where Year 6 students are
matched with Kindergarten students to assist in their transition to
school. During the year teachers organise a number of activities to
promote friendship across the school.

Class Strategies
Teachers and students select class rules in a jointly negotiated
process at the beginning of the year. These rules are displayed in a
prominent position in the classroom and referred
to when necessary.

Teachers select relevant class incentives to

encourage positive behaviour patterns. These
include:
• One to one positive reinforcement
• Raising awareness/praising good behaviour at Assembly
• Directed free time
• Modelling of appropriate behaviour
• Consistency of rewards and consequences
• Whole class, small group and individual awards
• Giving responsibility at class and individual levels
• Cooperative development of class and school rules
• Positive reinforcement of expected playground
behaviour
• A social skill is selected for 1-2 weeks
• Display playground/class rules fro children and teachers
to refer to.

Individual Strategies
At times individual students require programs that are designed to
modify behaviour in a positive way. These programs are discussed
with parents and the students. The Principal or Assistant Principal
are involved in the design and implementation of the plan in
consultation with the class teacher and the parents.
[
 Consequences for Unacceptable
Behaviour
Background information
The majority of playground and class behaviours are minor levels of
unacceptable behaviour and a warning from the teacher is sufficient
to remind the students about appropriate behaviour.
At times the behaviour escalates to a level where the teacher
needs to clearly indicate that the behaviour is
unacceptable. This is when a yellow or red slip is useful to
record the behaviour so that patterns of behaviour can be
defined and appropriate actions implemented. These
actions may include:
• Consequences for behaviour
• Analysis of kinds of behaviour to determine causes and
implementation of behaviour modification programs
• Consultation with parent, class teachers, Stage
Coordinators, Assistant Principal, Principal
• Consultation with other agencies such as School
Counsellor, Catholic Education Office, ACT Department Of
Education, Youth and Family Services.

Yellow Slip
A yellow slip is a warning to children to modify unacceptable
behaviour on the playground or in the class.
After Three warnings a yellow slip is written by the teacher
describing the unacceptable behaviour. The yellow slip is pasted into
the Class Behaviour Book. At the beginning of each term students
are given a fresh start in the recording of yellow and red
slips. This book is not handed on to the teacher in
the following year. A new book is started at the
beginning of each year.
Yellow Slip – Unacceptable Behaviours
Playground
Unacceptable Playground Behaviours include:
• Disobeying rule: hands off, feet off
• Teasing or bullying
• Non-compliance with teacher’s instructions
• Playing in an unsafe way eg.
 Running on concrete
 Playing in out of bounds areas
 Unfair, aggressive behaviour with games
 Playing in toilets
 Playing with sticks/hanging from trees
and climbing them
 Tackling during games

Classroom
The class teacher will decide on a suitable in-class
consequence for inappropriate behaviour. Individual programs will
be implemented for students with more serious behaviour needs to
encourage positive behaviour.
Unacceptable classroom behaviours include:
• Disobeying rules: hands off, feet off
• Teasing and bullying
• Non-compliance with teacher instructions
• Constant calling out
• Running in classroom
• Consistently not wearing appropriate uniform

Red Slip
A red slip marks a very serious breach of unacceptable behaviour
that requires Principal/Assistant Principal’s intervention.
Red Slip – Unacceptable behaviours:
• Physical violence – hitting/kicking
• Verbal aggression
• Indecent exposure
• Defiance/refusal of teacher
instructions
• Walking away from duty teacher
• Stealing

Summary of
Consequences
Procedures
Step 1:
3 warnings =
• 1 yellow slip
• Yellow slip recorded into behaviour book
Step 2:
3 yellow cards in playground/class behaviour book =
• 1 timeout slip sent home to parents
• 1 time out period of one day at lunch break
• Name into Principal’s behaviour book
Step 3:
2 x 3 yellow cards in playground/class behaviour book =
• Timeout at lunch break for a period of between 1 & 3
days at discretion of the Principal/Assistant Principal
 • Name into Principal’s behaviour book
Step 4:
Fast track – Red Card =
3-5 days off the playground at lunch break
Name into Principal’s behaviour book
Possible In-School suspension at the discretion of the Principal

Additional Considerations
1. If a student’s name is in the Principal’s Behaviour Book on a
number of occasions
(generally within a term) the student may be withdrawn from:
• Next privilege (i.e. next excursion or sporting event) or
• Camp Privilege
2. At each stage these consequences are
negotiated with the student, class teacher, parents
and Principal through verbal and written
communications.
3. In most cases consequences do not continue
over a term.