JUNIOR SCHOOL HANDBOOK - Hale School
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JUNIOR SCHOOL
HANDBOOK
1
Our motto: Duty Statement of purpose: Hale School is a community that inspires the authentic development of every boy.
Contents
Our Values: 2 Welcome from the Head of Junior School • Year 6 Music
• Junior Orchestra
3 Junior School building design
EXCELLENCE • Junior Band
Always striving to be the 4 Pre-primary information • Junior Choir
• Year 3 Choir
finest versions of ourselves 6 Teaching and learning
• Instrumental tuition
by giving our personal and • Philosophy of teaching and learning
collective best and making • Gifted and Talented Education 23 School Song
the most of each opportunity. • Learning Support
24 School uniform
• Reporting to parents
• Clothing Shop
CREATIVITY • NAPLAN
• Uniform requirements
We support and encourage • Assembly
• Diary system and Homework Policy 26 General matters
divergent, insightful,
• Discipline • Transport
purposeful and unique • Homework and uniform stickers • SmartRider concession cards
concepts, ideas and solutions • Absentees and late arrivals
to problems. 12 Pastoral care
• Leave cards
• Friendly Schools, Rock and Water, Highway Heroes
• Allergy awareness
INTEGRITY • School Psychologist
• Holidays during term time
• Chapel service
We aspire to be true to who • Bicycle helmets
we are by being honest, 14 House system • Mobile phones
trustworthy, respectful and • After School Care
15 Student leadership
consistent in our interactions. 28 Parent involvement and
16 Student expectations
communication
COURAGE 17 School times, routines and policies • Medical form and emergency
We demonstrate the strength, • School times contact details
commitment and confidence • Daily routines • Parent Information Night
to embrace new challenging • Calendar and newsletter • Parent representatives
experiences and to see the • Timetable • Excursions
opportunities these provide. • Parents’ and Friends’ Association
18 Health and physical education
• Canteen
• Aims
RESILIENCE • Before-school training
• Parent help (Pre-Primary to Year 2)
• Parent responsibility
We support each other and • JPSSA sport
• Homework diary
encourage confidence and • Interschool swim trials
• Privacy
self-belief to try, to fail and to • Year 4 sports programme
• Emailing staff
try again. • Interhouse carnivals
• Hale Connect Triathlon 30 Campus map
SERVICE 20 Music 31 Junior School grounds
We have a duty to ourselves • Sing 2 Learn
and others to serve with 32 School Prayer
• Years 1 to 4 Music
compassion and empathy. • Years 3 and 4 strings programme 33 Contact details
• Year 5 Music
Welcome
I hope they will look back on and smile upon as Old Boys. At
Hale, we work together as a community to inspire the authentic
development of every boy; it is this purpose that underpins all
from the that we do.
It is also a busy place that offers many opportunities and
Acting Head this handbook serves to help navigate and understand the
information and procedures throughout the year. The Junior
of Junior School
School Handbook is designed to assist you as a reference point,
whether you are transitioning to Hale or an existing family. The
most up-to-date version of the handbook is available via the
Hale School Portal (Community/New School Year Information/
Welcome to the Junior School, a place of learning, vibrancy, Handbooks). Being the entry point for many Haleians, the Junior
community and proud history. Founded in 1858, Hale is the School is an integral component of the wider school community.
oldest boys’ School in Western Australia. At the entrance to the We enjoy the support, facilities and sense of pride that are
Junior School, there is a significant nod to this history with a evident across the whole school.
large image showing Hale School boys from decades ago. Their
faces capture the joy, enthusiasm and buoyancy of youth and In 2020, we have a student population of approximately 385
their days in the old school yard. Years on, the emotions and boys that will be supported by over 30 staff. The teaching team
feelings that this picture captured is still very much evident in includes the Junior School Executive, year level teachers and
the shining eyes of our boys of today. As you wander around the specialists in Learning Support, Mathematics, Music, Drama,
new grounds of the Junior School, it is true that we are blessed Visual Arts, Learning Hub, Health and Physical Education,
with incredible facilities and infrastructure, but more than this, Chinese (Mandarin), Religious and Values Education (RAVE), and
we have a student, parent and teaching community who build Personal and Social Development (PSD).
strong relationships and work together to create an environment
The Junior School is committed to responsive and data-
where our boys can thrive. Our teaching team offer learning
informed curriculum, teaching and assessment. Teachers are
experiences that engage, motivate and instil a love of learning
encouraged to respond to their deep understanding of the
and in so doing create enduring memories for our boys that
individual needs of the boys, enabling them to develop teaching
and learning activities that are differentiated and responsive to
the boys’ needs. The Junior School is focused on developing
cognitive, social, spiritual, physical, emotional and dispositional
learning. We value the opportunity to join you in your son’s
journey as he strives to prepare for a rewarding and fulfilling
life that is underpinned by the School’s motto of ‘Duty’. As
companions in this journey we look forward to your support of
Hale School’s vision and values, and genuinely hope that the
Hale experience meets all your expectations and nurtures your
son as he finds his frontier
Tim Simpson
Acting Head of Junior School
2 Welcome to Hale School
Junior School
building design
The Junior School design focuses on three main learning
centres with additional purpose-built specialised spaces.
The three main centres are:
• Lower Junior (Pre-Primary to Year 2)
• Middle Junior (Years 3 and 4)
• Upper Junior (Years 5 and 6)
Other learning spaces include the Learning Hub, Gym, Art Room
and Drama Room.
A key element in the design of the buildings is the focus on
flexibility and collaboration, allowing the learning spaces to be
modified in response to the needs of boys and the teaching and
learning process. Retractable glass panels in each class allow the
rooms to be defined when such a space is required for explicit
teaching. Just as easily, the rooms can be opened to a range of
configurations for inquiry and collaborative learning experiences.
Classrooms can also open to a large breakout area and
landscaped courtyards. The buildings capture natural light and the
views make the most of Hale’s stunning natural surrounds.
Each centre has a smaller learning space, which can be used
for smaller group work and specialised programmes. Numerous
writable walls, both inside classrooms and in the breakout
space, allow the boys and teachers to explore their thinking and
share ideas. These spaces have an open area for team teaching
and collaboration.
The flexibility that the learning centres offer will enable the Junior
School to be responsive to the needs of the boys and teachers
now and for years to come. We are confident that these
visionary buildings that maintain a village feel will serve Hale
well as we prepare the boys for their future.
Junior School building design 3
Pre-Primary
information
Childhood is a time for discovery and curiosity. Early learning Our understanding of playful pedagogy ensures students are
at Hale creates a physical and social space that cultivates engineers in their own learning, engaging in opportunities for:
inquiry, promotes a curious mindset and presents students with • voluntary play – providing choice and opportunities to
opportunities to build strong foundational skills and engage in make decisions
playful learning.
• pleasurable play – fun and enjoyable
With a deep understanding of curriculum, guided by the Early • engaging play – intentional and responsive to the individual
Years Learning Framework and Western Australia’s School • symbolic play – making connections to your son’s world
Curriculum Standards Authority, our educators create a and beyond
balanced environment where your son will be intentionally and
• meaningful play – tailored to the needs of the individual
explicitly taught foundational literacy and numeracy skills while
engaging in play activities that match individual development, The dispositions for future, successful learning – such as
interests and promote cross-curricular links. Specialist subjects curiosity, openness, optimism, resilience, concentration and
taught in Pre-Primary are Health and Physical Education creativity – are developed in play.
(including Fundamental Movement Skills), Music, Personal and
Social Development (PSD), Learning Hub and Drama. Here are some suggestions to assist you and your son in his
transition to Pre-Primary:
• Our doors open at 8.15am and we encourage you to stay
with your son in his classroom as he settles. This is also a
great opportunity to meet other parents.
• The school day begins at 8.30am and this is the time to say
goodbye. Talking about this and maybe rehearsing prior to
the start of school may help.
• Pre-Primary finishes at 3.00pm and boys can be picked up
at the classroom.
• In Pre-Primary the boys will wear their hats all year round
during outside play and other activities. We have a ‘No hat,
no play’ policy. Having a School hat that is clearly labelled is
important. These can be purchased from the Clothing Shop.
• Label all items from lunchboxes to shoes. This will ensure
that if an item is misplaced it should find its way back to you
• Hang something on your son’s school bag to make it easily
identifiable.
4 Pre-Primary
• Have a go at learning to tie shoelaces before the school
year begins. Until this skill is mastered your son can wear
shoes with velcro straps.
• At Pre-Primary, it is age appropriate that children are
toilet trained. However, we understand that accidents do
happen; therefore, please supply a spare pair of pants and
underwear.
A parent information session will be held by the
Pre-Primary teachers at the start of the 2020
academic year. More detailed information
about the teaching and learning
programme and other organisational
matters will be discussed on this
occasion.
Pre-Primary 5
Teaching
and
learning
PHILOSOPHY
KEY PRINCIPLES
• Positive relationships with students are a necessary
condition of learning.
• Teachers with a rich understanding of curriculum and
effective pedagogies inspire deep learning.
• High expectations of students’ learning and behaviour are
upheld by active and enthusiastic teachers.
Extensive research shows that the quality of teaching has the most learners, including the 4Cs of collaboration, communication,
significant influence on student learning. Junior School teachers creativity and critical thinking are key elements to the
plan engaging learning experiences and work collaboratively to educational experience in the Junior School. Developmentally
ensure that all boys, regardless of their starting points, are reaching appropriate learning experiences aim to equip boys with the
their potential and have every opportunity to excel. skills, values and knowledge to be independent and successful
lifelong learners.
Our teaching and learning philosophy, programmes and
practices are informed by research into best practice in Our students are living and learning in a technology-rich
education. Teachers continuously respond and plan according environment. The influences of a rapidly changing society cannot
to the specific learning needs and strengths of boys. These are be ignored in educational settings and are embraced in the Junior
regularly reviewed to ensure that data-informed, boy-responsive School. Our teaching and learning leverages the technology
programmes and pedagogy pervades all elements of teaching available to actively engage, motivate and enable boys to
and learning in the Junior School. experience learning contexts that are rich, relevant and real.
Boys are actively involved in a range of curricular and co- Academic excellence is achieved through comprehensive
curricular opportunities, focusing on elements of the academic, programmes in the following learning areas: English,
physical, spiritual, emotional and social domains, providing Mathematics, Science, Humanities and Social Sciences,
for holistic development. Teaching and learning programmes Technologies, the Arts, Health and Physical Education
include a balance between explicit teaching and inquiry learning (including Personal and Social Development), Religious and
methods. The skills and knowledge required to be future-ready Values Education, and Chinese. Teachers use a range of
6 Teaching and learning
assessment tools to inform their teaching and to provide experiences appropriate to their ability, maturity and individual
individualised feedback to students. Information gathered from strengths and weaknesses.
assessment tools (both standardised and non-standardised)
Quality teaching underpins the provision of learning experiences
enables teachers to determine individual learning progress and
appropriate and relevant to the individual needs of high-potential
performance against year level achievement standards. These
learners. To ensure teaching and learning experiences are
are regularly communicated to parents through a variety of
responsive to individual learners, a team approach enables the
formats, including a biannual report and weekly diary entries.
delivery of an innovative and enriched curriculum. Both teaching
Student self-assessment and regular reflection on their learning,
and specialist staff, including the Junior School Psychologist,
forms an integral component of the teaching and learning cycle.
work closely to implement strategies that make the necessary
A parent information session is held in the first few weeks of curriculum adjustments to meet individual learning needs,
Term 1 to provide you with more detailed information in regard strengths, interests and goals.
to teaching and learning in the Junior School. The identification of students who may be gifted is a process
of collecting and comparing information from various sources
GIFTED & TALENTED EDUCATION
and developing a student profile to determine what strategies
Hale School aims to nurture the learning needs of all students are appropriate for each individual. We believe that the
and encourage all students to achieve their personal best. identification of a child’s gifts and talents to be an ongoing and
This includes providing challenge and opportunity for students evolving process that occurs throughout the schooling years to
who may be achieving at a level beyond their peers. We aim assess and accommodate individual growth and change. The
to identify gifted students in order to engage them in learning key purpose of identifying high-potential learners is to provide
Teaching and learning 7
opportunities that meet their individual needs.
Information from any of the following sources
may be used:
• independent psychometric assessment
• data from tests of achievement or potential
• parent information
• teacher nomination
• information from previous schools
We acknowledge different provisions are
appropriate for students at different ages and
circumstances. It is Hale’s intention to ensure
that all teachers are skilled in differentiating the
teaching and learning within their classroom so
students of all abilities can learn and experience
challenge at their level of ability. In addition,
students who are identified as gifted may be
offered access to the following provisions:
• cluster grouping with like-minded peers
•
co-curricular programmes such as University
of New South Wales competitions (ICAS
Mathematics, Science and English),
Tournament of Minds, da Vinci Decathlon
and Talented Young Writers Programme,
music ensembles, drama and sports
workshops
• community programmes such as Service
Learning
• differentiated curriculum
• clubs/interest groups such as Gardening Club
or Chess Club
• lines of inquiry such as a ‘passion project’
• external workshops such as those held by
universities or Fremantle Literature Centre
• Middle or Senior School enrichment
opportunities
8 Teaching and learningLEARNING SUPPORT REPORTING TO PARENTS:
In every class, each student has a unique learning profile with SCHOOL REPORTS & PARENT INTERVIEWS
individual strengths and areas to be developed. Teaching and Parent-teacher interviews are held during Term 1. Reports are
learning experiences aim to provide rich opportunities that available on the Portal to parents at the end of Terms 2 and 4.
promote growth and instill a love of learning. To complement Parents are invited to attend interviews, open classrooms or
this, Learning Support teachers provide a pathway that ensures learning journeys during Term 3. Ongoing communication and
all students have access to appropriate support in order to reach informal weekly reporting are maintained through the use of the
their potential. Junior School Homework Diary. Teachers are always willing to
discuss a student’s progress and appointments can be arranged
This is achieved by a responsive identification, assessment personally or through the homework diary.
and intervention schedule. This provides a solid foundation
for early identification and support across the whole school. NATIONAL ASSESSMENT PROGRAMME:
Learning Support teachers work in consultation with parents/ LITERACY AND NUMERACY (NAPLAN)
caregivers, classroom teachers, specialist teachers and outside All students in Years 3, 5, 7 and 9 are tested in the areas of
agencies. Programmes used are research based, systematic, Reading, Writing, Language Conventions and Numeracy as
explicit and target individual needs. Students who are working part of a national initiative to assess and monitor standards in
with a member of the Learning Support team will be reviewed education. NAPLAN tests provide information on how students
regularly with feedback provided to all stakeholders. Learning are progressing and support improvements in teaching and
Support teachers may work with individuals or small groups. learning. Test results will be provided to parents once received
They also work in collaboration with class teachers to plan for by the School. This information will indicate each student’s
modifications to teaching and learning in the classroom. performance in relation to other students, against the state
and national average and the national minimum standard. The
The Junior School psychologist is a member of the Learning
NAPLAN test dates for 2020 are 12 to 14 May. Parents are best
Support team and can provide assistance in the collaborative
able to assist students by making them feel comfortable about
process of identifying and planning for boys with learning and/
the nature and purpose of the tests. Further information will be
or attentional difficulties. Access to the Psychologist in these
distributed to parents prior to this date.
instances occurs as part of the referral process from the
classroom teacher. The School psychologist will also consult with ASSEMBLY
parents and staff if provided with psychometric and educational
A regular assembly is held on Friday in the John Inverarity Music
assessment reports from external psychologists, to ensure that
and Drama Centre auditorium. Boys are awarded with Honour
the individual learning needs of the boys are supported.
Certificates and performances are presented. The Head of Junior
We have high expectations for all boys, underpinned by the belief School presents special Honour Certificates when informed of
that all students can learn. In partnership with parents, we aim boys’ achievements in culture, sport or other fields outside the
to provide opportunities to build strong foundational skills and school curriculum. Parents are welcome to attend. Specific dates
understandings to support future learning. for assemblies are listed in the Junior School calendar.
Teaching and learning 9• Pre-Primary: Not applicable
• Year 1: 10 minutes
• Year 2: 15 minutes
• Year 3: up to 20 minutes
• Year 4: up to 30 minutes
• Year 5: up to 30 minutes
• Year 6: up to 45 minutes
Homework also allows for positive communication to take place
between the School and home by establishing a partnership
to recognise what is happening in the classroom. An effective
homework routine assists long-term habits of achievement,
planning and study organisation.
STUDENT RESPONSIBILITY
It is up to each student to:
• inform their parents of set tasks
DIARY SYSTEM & HOMEWORK POLICY
• manage time to complete tasks
Homework is an important component of the Junior School
• complete work to a high standard
curriculum. Homework in the Junior School focuses on the
• complete the tasks within the allocated time
mastery of sight words, spelling, mental computation and
mathematical processes. Reading is also a critical part of • return the tasks to school as required
homework each evening. • talk to the teacher if difficulties arise
Homework is regularly set each week. All homework is entered PARENT RESPONSIBILITY
into the student’s diary, which parents are required to sign each Parents are asked to:
night. The teacher will suitably acknowledge and assess the
• encourage and acknowledge independent learning
student’s work and provide a weekly summary of progress. In
Years 4 to 6, where boys fail to complete an assigned homework • take an active interest in their son’s homework
task, a ‘Homework Not Completed’ sticker will be placed in the • assist with time management and establishing a consistent
student’s diary. However, homework should not be a highly homework routine
stressful or overly demanding adjunct to the school day. • sign their son’s diary each night
When a task is not understood or the demands of the family • inform their son’s teacher if he is having difficulties with
routine do not allow homework tasks to be completed on a homework tasks
particular evening, a note in the student’s diary from parents
DISCIPLINE
will suffice in preventing a ‘Homework Not Completed’ sticker.
When dealing with boys and their parents regarding discipline,
The following time allocations are suggested for each year the key is communication. Writing in the homework diary and
level. This includes daily reading for pleasure: talking with your son’s class teacher, the Head of Lower Junior,
10 Teaching and learningthe Deputy Head or the Head of Junior School are all valid and
important options when you have a concern.
Bullying is an issue that is dealt with immediately. Sanctions for
poor behaviour or an error of judgement range from ‘time out’
to notes in the diary and communication with either the Head
of Lower Junior School (PP-2), the Deputy Head or the Head of
Junior School. More significant issues might involve an interview
with the boy’s parents, a Friday afternoon detention from 3.30pm
to 4.45pm, or ultimately, after meetings with the Headmaster, a
review of his place within the School.
The Junior School is a happy environment where honest
consultation helps resolve any issues very quickly. The focus
is on the right for all to attend a school where learning is
paramount, where all are respected for who they are, and where
all have the right to feel safe, respected and valued. We expect
a high standard of behaviour based upon each boy’s strong and
positive response to the educational opportunities provided.
HOMEWORK AND UNIFORM STICKERS
When a boy fails to complete his homework without a valid
reason he will receive a ‘Homework Not Completed’ sticker in
his diary. Similarly, if a boy’s uniform fails to meet acceptable
standards or is incomplete, an ‘Unsatisfactory Uniform’ sticker
will be placed in his diary. Two of either stickers over the period
of a week will result in referral to the Deputy Head of the Junior
School.
Teaching and learning 11Pastoral care
Pastoral care is the commitment to and concern for
the growth and well-being of each student as well
as the broader school community. Pastoral care is
everyone’s responsibility and is a central focus for
all boys, parents and staff. Together, we support
students to develop their social and emotional
competencies to enable them to understand and
manage their emotions, build positive relationships,
resolve conflict, show compassion, make thoughtful
and sensible choices and cope with challenges. A
comprehensive and developmental pastoral care
programme is delivered to all students. Some of the
programmes include:
FRIENDLY SCHOOLS (PP-6)
• evidence based, whole school approach that
supports the development and maintenance of
the friendly and supportive culture of the School
• social and emotional learning: helping students
make good choices now and in the future
KEEPING SAFE (PP-6)
• knowing we all have the right to be safe
• helping ourselves to be safe by talking to people
we trust
• building relationships
• recognising and reporting abuse
• learning protective strategies
ROCK AND WATER (YR 3-6)
• The concept of the firm and unshakeable
character of rock as opposed to the mobile
connecting nature of water.
• Through activities involving movement, inquiry
and reflection, these sessions develop body
awareness, emotional awareness and self-
awareness.
12 Pastoral careHIGHWAY HEROES (PP-2) When there are concerns regarding a student’s mental health
• Using the metaphor of travelling along the highway of life, and well-being, contact with the psychologist can be arranged
students develop highway tools that enable them to deal through the classroom teacher or the Junior School Executive.
with life’s inevitable challenges. Parents who have concerns for their son are encouraged
to speak with the classroom teacher first if possible or can
• The sessions will aim to develop proactive skills
alternatively choose to contact the psychologist directly.
(forming friendships, gaining inclusion, thought/mood
Consultation may result in the recommendation of accessing
management) and reactive skills (dealing with play
support through an external professional.
refusals, friendship difficulties, teasing and bullying).
PARENT CONSENT
Should a pastoral care concern arise or advice be sought, the
class teacher is the first point of contact. Depending on the The psychologist must have parental consent before providing
nature of the concern, it may be appropriate to communicate services for an individual student. In some cases, informal
directly with Tracy Heldt, Deputy Head of Pastoral Care PP – consultations may take place to ascertain whether involvement
Year 6 in Semester 1 2020. of the psychologist is appropriate.
CONFIDENTIAL RECORDS
SCHOOL PSYCHOLOGIST
Psychologists are required to keep and maintain records
Hale School employs a part-time psychologist in the Junior
as outlined by the Australian Psychological Society Code of
School to assist with enhancing student mental health,
Ethics. The psychologist will safeguard the confidentiality of
well-being, social competency and educational achievement.
the information obtained during the provision of services, with
The School psychologist draws on a professional body of
access strictly restricted to the School psychologists. When
knowledge that is applied via evidence-based individual,
requested and consented to by parents, relevant information
group and system level interventions. It is practised through
may be forwarded to an outside agency.
processes of problem solving, collaboration, consultation,
assessment, counselling and liaison with external agencies. CHAPEL SERVICE
The School psychologist uses a reflective and flexible approach Specific dates for Chapel services are listed in the Junior
to provide a range of intervention strategies to support school School calendar. Contemporary Anglican worship services are
and student outcomes across all year levels and transition led by our Chaplain and parents are welcome to attend.
points.
Chapel services include Bible readings, a short talk, prayers
School psychologists are bound by the professional standards and songs of worship. Services generally run for half an hour.
and codes of ethics set out in their codes of practice by Federal
and/or State legislation and by the School’s procedural guidelines
and policies. They are registered with the Australian Health
Practitioner Agency (AHPRA) and hold educational qualifications.
REFERRAL PROCESS
Consultation with the psychologist for student learning
concerns is arranged by the classroom teacher through a
referral to the Learning Support team (see Learning Support,
page 9).
Pastoral care 13The House
system
A house system operates at Junior School with four houses named
after Rhodes Scholars who attended Hale School. All boys are
allocated to a house with a number of House Teachers whose role
is to supervise and coordinate house activities. Each house has one
House Prefect and house points are awarded to boys across the
curriculum as well as in major sporting events.
WALKER: red ROSIER: yellow
Named after the Hon Mr Named after Bishop
Justice James Leonard Stanley Bruce ROSIER,
WALKER, Hale’s first Rhodes Scholar 1950,
Rhodes Scholar 1904, Christ Church College,
Trinity College, Oxford. Oxford.
DAVY: dark green TURNBULL: mid-blue
Named after Thomas Named after Alexander
Arthur Lewis DAVY, Phipps TURNBULL, Rhodes
Rhodes Scholar 1909, Scholar 1907, Merton
Exeter College, Oxford. College, Oxford.
14 House systemStudent
leadership
Leadership is evident at many levels within the Junior School.
It may be on the sports field, amongst the Pre-Primary boys in
the sandpit or on the stage during a rehearsal. It is a quality to
be celebrated.
Leadership does have its rewards. There is the privilege of
being seen to be given the gift of a certain degree of influence
and being able to guide the actions of others. Our sincere goal,
however, is that our boys see leadership as being far more than
this. We aim to promote our Year 6 students, in particular, as a
group of boys with whom the staff can enjoy companionship,
conversation, academic rigour and good humour in a spirit of
engaged and productive optimism. We want our Junior School
leaders, namely School Captains, Prefects and Councillors
to animate the Year 6 community, to model a high level of
response to the opportunities provided by Hale School and, as
a result, inspire all the boys in the Junior School to believe they
can do the same.
During Semester 2, the Year 5 boys will be led through a
leadership programme that will prepare them for their roles
and duties when they are in Year 6. At the culmination of the
programme, the boys are asked to nominate themselves
and explain how they can contribute to the school
community. These nominations are then voted on by boys
and considered by the whole Junior School staff.
Student leadership 15Student
expectations
ACTIONS • Be in a classroom only when sanctioned by a
• Always treat others and their property with respect. teacher.
• Make the most of opportunities by giving your • Move between classes in an orderly manner.
best. • Be punctual for all classes.
• Find the courage to have a go.
• Be persistent. HEALTH
• Understand we have a duty to ourselves, to others • Wear school hats outside at all times during
and to the community. Terms 1 and 4.
• Be kind to one another. • Eat in designated areas.
• Manners make the man: Be courteous and • Return sports gear if borrowed from the gym.
considerate to one another. • Take pride in our school and place all rubbish in
• Be aware of, and adhere to, the School policy on the bins provided.
bullying.
INFORMATION TECHNOLOGY
• These expectations extend to behaviour in public,
• Adhere to the school policy on the use of
for example excursions, buses, carnivals, sporting
technology.
fixtures.
SCHOOL GROUNDS
ASSEMBLY/CHAPEL
• Play in the designated areas at all times.
• Enter both areas quietly and respectfully.
• Disagreements are normal. Work to solve
• Be a great audience by listening attentively and
disagreements respectfully. Seek assistance
respectfully.
from the teacher on duty should you need help to
ATTENDANCE achieve this.
• Be on the school grounds after 8.15am and • No tackling during break times.
depart before 3.45pm unless otherwise requested • Do not engage in activities that may endanger
by the School. yourself or others.
• Be prepared and ready to start at least five
UNIFORM
minutes before the start of the school day.
• Take pride in your uniform.
CLASSROOM • Maintain a neat and tidy haircut.
• Follow classroom expectations. • Change into school uniform before travelling home.
16 Student expectationsSchool times,
routines and
policies
DAILY ROUTINES
Please do not deliver your son to school before
8.15am. Supervision on the school grounds begins at
8.15am. Boys must be at school by 8.30am. Lessons
finish for boys at 3.30pm (except for Pre-Primary,
which finishes at 3.00pm). Please ensure that your
son is picked up by 3.45pm. Boys who have not been
collected by 3.45pm will be asked to sit in the foyer to
allow staff to supervise them until you arrive.
CALENDAR & NEWSLETTER
A semester calendar will be available online through the
Hale School Portal. Additionally, the online Hale School
parent newsletter, which is emailed out fortnightly,
will list the Junior School ‘Fortnight at a glance’ and is
available for viewing or download via the Portal.
All correspondence regarding excursions,
events and general information will be
available online through the Hale School
SCHOOL TIMES
Portal and updated each Monday.
LESSONS START:
8.30am TIMETABLE
RECESS: The school year consists of four terms,
10.45am - 11.15am with Terms 1 and 2 in Semester 1 and
Terms 3 and 4 in Semester 2. The Junior
LUNCH:
School operates on a seven-day timetable
1.15pm - 2.00pm
cycle with seven periods a day. This
END OF LESSONS: means that if Day 1 happens to fall on a
Pre-Primary - 3.00pm Monday, then the following Monday will
Years 1-6 - 3.30pm be a Day 6, Tuesday a Day 7 and the cycle
starts again with Wednesday as a Day 1.
School times, routines and policies 17Health and physical
education
18 Student&Expectations
Health Physical EducationAIMS INTERSCHOOL SWIM TRIALS – TWILIGHT MEET
In Pre-Primary to Year 6, students attend Health and Physical In Term 1, boys from Years 4 to 6 have the opportunity to
Education classes twice a cycle. The focus is on learning participate in the Twilight Swim Meet. This meet is the selection
in, through and about movement. Developing fundamental process for the interschool swimming team.
movement skills, applying these into a range of movement
contexts, improving understanding of what it means to be YEAR 4 SPORTS PROGRAMME
healthy, and development of interpersonal skills allows students The boys take part in sporting carnivals against other JPSSA
the opportunity to enhance their well-being. The Health and schools six times per year. Leading up to each carnival, the boys
Physical Education curriculum supports the sporting carnivals develop the relevant skills during Physical Education lessons and
and JPSSA weekly sport, ensuring students have every on Thursday afternoons during sport time. This is an opportunity
opportunity to develop a love for physical activity. for the Year 4 students to sample some of the JPSSA sports
they can choose when they move into Year 5. The carnivals are
BEFORE SCHOOL TRAINING for basketball, cricket, hockey, AFL, soccer and rugby.
Tuesday before school sports training is compulsory for all boys
in Years 5 and 6, and optional for boys in Years 3 and 4. This INTERHOUSE CARNIVALS
training is conducted in all weather, from 7.30am to 8.20am. Throughout the year, boys from Years 1 to 6 will participate in
four carnivals (one per term) for their house. The carnivals are:
JPSSA SPORT
Term 1 – swimming
Every Thursday afternoon boys from Years 5 and 6 are involved Term 2 – cross country
in sporting activities against the other PSA boys’ schools. Term 3 – athletics
Summer sport options include basketball, volleyball, cricket, Term 4 – triathlon
tennis and water polo. Winter sport options include rugby, AFL,
(Pre-Primary students will participate in some of these carnivals
soccer and hockey.
in modified events).
HALE CONNECT TRIATHLON
The programme is designed to connect Hale students with other
community groups in a fun and inclusive manner. Using the
multi-discipline sport of triathlon (swim, bike, run), students in
Years 4 to 6 from Hale School and other local primary schools
test their personal boundaries while interacting and supporting
each other through the challenges that triathlon presents. The
programme starts in Term 3, with the final training session in
Term 4 being race day.
Health & Physical Education 19Music
THE JUNIOR SCHOOL MUSIC PROGRAMMES
HALE JUNIOR SCHOOL MUSIC SING 2 LEARN
Hale Music is a diverse and inclusive programme encompassing This classroom singing programme harnesses the power of
a broad range of rich and engaging musical experiences. Music Education to aid in the development of numeracy, literacy,
This summary provides a brief overview of the Hale Music social skills and emotional and physical wellbeing. It’s also
programme in Junior School. lots of fun! Boys will be involved in short, targeted sessions of
singing and movement designed to engage their bodies and
minds for the learning ahead.
PRE-PRIMARY - 6 CLASSROOM MUSIC
All boys in Pre-Primary to Year 6 attend Music class during each
cycle. Through an engaging and sequential curriculum, boys will
explore and develop skills in listening, singing, reading, moving,
composition, musical literacy, improvisation and collaborative
music making using a range of instruments.
20 MusicThe classroom Music programme supports our highly-effective YEAR 4
Instrumental and Ensemble Music programme, ensuring a In this programme all boys learn to play either a string, brass or
comprehensive, practical and vibrant approach to every boy’s woodwind instrument within a class ensemble setting.
musical development.
The Year 4 ensemble programme is delivered in the
YEARS 2 - 6 ENSEMBLE MUSIC following settings:
Throughout Years 2 to 6, boys will have the opportunity to Advanced Strings: for those continuing with strings
participate in the Ensemble music programme designed for Beginner Strings: for commencing strings
all boys to learn a musical instrument in a band or orchestra Beginner Brass and Woodwind: for boys commencing brass
context within the school day. The ensemble programme is or woodwind
an exciting way to learn music that will engage boys through
learning music concepts in a practical and collaborative setting. The Music Department will provide group lessons to boys for
their initial semester on any of the instruments on offer in the
While it is not a requirement for boys to take individual
ensemble programme, at no cost. Instruments will also be
instrumental tuition to be involved in an ensemble,
provided free of charge for boys commencing a new instrument
regular practice is essential and individual tuition is highly
for the duration of the instrumental components of the Year 4
recommended after group lessons cease. Please see below for
ensemble programme.
details for particular year groups.
YEAR 2 Instruments on offer in Year 4 are:
Strings: violin, viola, cello or double bass.
In this programme all boys learn to play a string instrument
Brass: trumpet, trombone or baritone.
within a class ensemble setting.
Woodwind: clarinet or flute
The Year 2 ensemble programme is delivered in the
YEAR 5
following setting:
The ensemble programme continues for all students in the
following contexts:
Beginner Strings: for boys new to strings (Semester 2)
Year 5 String Ensemble: for boys who play a string instrument.
The Music Department will provide ensemble classes,
Year 5 Band Ensemble: for boys who play a brass or woodwind
an instrument and group lessons to beginner string boys
instrument.
throughout Semester 2, at no cost.
While it is not a requirement for boys to take individual
YEAR 3
instrumental tuition to be involved in a class ensemble,
In this programme all boys learn to play a string instrument
regular practice is essential and individual tuition is highly
within a class ensemble setting.
recommended.
The Year 3 ensemble programme is delivered in the
following setting:
Beginner Strings: for boys new to strings (Semester 1).
The Music Department will provide ensemble classes,
an instrument and group lessons to beginner string boys
throughout Semester 1, at no cost.
Music 21YEAR 6 JUNIOR CHOIR
The ensemble programme continues for all students in the Junior Choir is held weekly on Monday mornings in the Music
following contexts: and Drama Centre from 7.25 to 8.20am. Junior Choir is a non-
Year 6 String Ensemble: for boys who play a string instrument. auditioned choir, for developing voices in Year 5 and 6. As there
Year 6 Band Ensemble: for boys who play a brass or woodwind are many physical and mental benefits in ensemble singing,
instrument. boys are highly encouraged to join the choir and be an active
member throughout the year. In Semester 2, boys from Year 4
While it is not a requirement for boys to take individual will also be invited to join Junior Choir.
instrumental tuition to be involved in a class ensemble,
regular practice is essential and individual tuition is highly YOUNG VOICES
recommended. Young Voices is an auditioned choir of experienced treble voices
for boys in Year 6 to Year 10. This choir is for experienced
JUNIOR ORCHESTRA singers who may or may not be enrolled in singing lessons,
Junior Orchestra is held weekly on Wednesday mornings in who are able to read music confidently and hold their own part.
the Music and Drama Centre from 7.25am to 8.20am. Boys in Auditions for Young Voices are held at the beginning of the year
Years 4 to 6 who currently play violin, viola, cello or double bass and places are limited.
will be invited to join the orchestra when they have reached the
appropriate performance level. Orchestra members must also INSTRUMENTAL TUITION
have sufficient music reading skills and be currently receiving One-on-one instrumental lessons are available to boys wishing
instrumental tuition. to learn to play an instrument outside of what is provided in
the ensemble programmes. To enrol in individual instrumental
JUNIOR BAND tuition, please fill in the Music Individual Instrumental Online
Junior Band is held weekly on Thursday mornings in the Application for Junior, Middle and Senior School form found
Music and Drama Centre from 7.25 to 8.20am. Entry to Junior on the Portal (Co-Curricular \ Music \ Music Information), or
Band is by invitation when boys have reached the appropriate you can email Music Administration requesting the link. Once
performance level. Band members must also have sufficient the form is submitted to the Music Department, boys will be
music reading skills and be currently receiving instrumental allocated an instrumental tutor and families will be contacted to
tuition. arrange lesson times. For further enquiries, please contact the
Music Administrator on 9347 0154.
MIDDLE JUNIOR CHOIR
Middle Junior Choir is held weekly on Monday mornings in the
Music and Drama Centre from 7.55 to 8.25am. Middle Junior
Choir is a non-auditioned choir for boys to find their singing
voice, perform and have fun making music with others in an
ensemble setting. All boys in Years 3 and 4 are invited to sing
in this choir in Semester 1. In Semester 2, boys from Year 4 will
transition to Junior Choir and boys from Year 2 will be invited to
join Middle Junior Choir.
22 MusicSCHOOL SONG
We are called together in God’s spirit, filled with faith each day.
Precious hist’ry we recall with pride to guide us on our way.
Seek to conquer roads to justice, take the path to meet our fears.
Let us go as one united in trust throughout the years.
We will rise with mighty wings on high, our honour will prevail.
Duty stands with us from strength to strength, eternally at Hale.
We are brothers standing side by side, companions to the end.
With our hearts and minds open wide to serve and to defend.
Lift our voices, lead our nation, toil and not to seek for rest.
Be it knowledge or wonder we strive to do our best.
We will rise with mighty wings on high, our honour will prevail.
Duty stands with us from strength to strength, eternally at Hale.
School song 23CLOTHING SHOP CALENDAR 2019/20
Special opening days for the purchase
of uniforms for the commencement of
the school year will be conducted on the
following days:
DECEMBER 2019
Monday 2 to Friday 6 December
School uniform
8.00am – 4.30pm
Monday 9 December, 9.00am – 3.00pm
CLOSED FOR CHRISTMAS BREAK
CLOTHING SHOP CONTACT DETAILS JANUARY 2020
Phone: (08) 9347 9728 Monday 13 to Friday 17 January
Uniforms, stationery, and second-hand
9.00am – 3.00pm
items may be purchased during term Fax: (08) 9347 9799
Monday 20 to Friday 24 January
time at the School Clothing Shop. The Email: clothingshop@hale.wa.edu.au 9.00am – 3.00pm
Clothing Shop is located in the undercroft
area of the Forrest Library in the Senior All enquiries outside the opening times CLOSED MONDAY 27 JANUARY 2020 FOR
School. are to be directed to Senior School AUSTRALIA DAY PUBLIC HOLIDAY
reception on (08) 9347 9777.
Tuesday 28 to Friday 31 January
OPENING TIMES PAYMENT 8.00am – 4.30pm
The School Clothing Shop is open: The School Clothing Shop accepts:
School resumes Wednesday 29 January
cash, cheque, Visa, MasterCard,
Monday, Wednesday, Friday 2020.
Diners, AMEX, EFTPOS.
8.00am - 4.30pm
Normal trading hours will resume on
(Closed for lunch 12.00pm - 12.30pm) A surcharge will be incurred on all
Monday 3 February 2020.
credit card transactions: 0.75% Visa/
Mastercard, 1.00% AMEX, 2.2% Diners. Monday, Wednesday and Friday
8.00am – 4.30pm
(Closed for recess 9.45am – 10.00am and
lunch 12.00noon – 12.30pm).
24 School uniformUNIFORM SEASONAL CHANGES TERMS 2 & 3 – WINTER SPORT
REQUIREMENTS SUMMER – Terms 1 & 4 FOOTBALL:
• navy school shorts Hale school football jumper
PRE-PRIMARY • Hale wide-brimmed hat Hale navy sport shorts
UNIFORM REQUIRED ALL YEAR • short grey school socks
Hale navy football socks
• Hale navy sports shirt • Hale bathers
• House sport shirt • Hale swimming vest mouthguard
• Hale navy sports shorts • Hale towel (monogrammed & football boots (not available from the
• Hale Pre-Primary track suit available from Clothing Shop) Clothing Shop)
• Hale light blue wide -brimmed hat
WINTER – Terms 2 & 3 HOCKEY:
• Sneakers (conservative colouring
• Oxford blue (navy) blazer (Year 6) Hale sport shirt
with non marking soles)
• Hale white sport socks • long grey trousers (Year 6) Hale navy sport shorts
• Hale bathers • black leather belt with gold buckle Hale navy football socks
• Hale swim vest (Year 6)
shin pads
• Hale towel (monogrammed & • grey winter school shorts
(Years 1 to 5) mouthguard
available from Clothing Shop)
• Hale school bag • long grey school socks (Years 1 to 5) dimpled soled shoes (not available from
• Hale sports bag • Hale short grey school socks (Year 6) the Clothing Shop)
All items of uniform must be clearly named. RUGBY:
YEARS 1-6 Hale rugby jumper
UNIFORM REQUIRED ALL YEAR SPORTS UNIFORM
Hale navy sport shorts or Hale rugby shorts
All uniform items, excluding shoes, are The boys wear sneakers with all of their
available from the School Clothing Shop. sports uniforms throughout the year. They Hale navy football socks
The following are required all year, in are required to wear sport shoes that are mouthguard
addition to the seasonal changes: conservatively coloured with non-marking rugby helmets (optional)
soles. The School does not allow high-top
• blue short-sleeved school shirt rugby boots (not available from the
basketball style boots.
• white long-sleeved formal shirt Clothing Shop)
• Hale tie TERMS 1 & 4 – SUMMER SPORT
• long-sleeved navy school jumper SOCCER:
• Hale sport shirt
• sleeveless navy school vest (optional) Hale sports shirt
• Hale navy sport shorts
• Hale sport shirt • Hale white sport socks Hale navy sport shorts
• House sport shirt • sneakers (conservatively coloured Hale navy football socks
• navy sport shorts with non-marking soles) mouthguard
• Hale white sport socks (not available from the Clothing Shop)
shin pads (optional)
• Hale sport tracksuit • Hale bathers
• Hale school bag • Hale swimming vest soccer boots (not available from the
• Hale sports bag (optional) • Hale swimming towel Clothing Shop)
• Hale haversack (suggested for (monogrammed) Please note that all boots for all winter
swimming, Years 1 to 3) • pair of thongs / slip-on sandals sporting codes must have moulded soles
• homework bag (Years 1 to 3) • Hale school tracksuit only. Screw-in sprigs are not permitted.
• sneakers – conservatively coloured • House sport shirt
with non-marking soles
(not available from the Clothing Shop)
• black leather laced shoes Sports uniforms specific to the individual sports are on display
(not available from the Clothing Shop) and available from the Clothing Shop.
School uniform 25General matters TRANSPORT Transport to and from Hale School is available via the Transperth System. Transperth can be contacted on 13 62 13 for bus routes and timetable information. There are also four chartered buses servicing the School. These run from Craigie, Dianella, Mosman Park and Ocean Reef. Timetables and further details are available via the Hale School portal. Timetables are also available from Junior School reception. SMARTRIDER CONCESSION CARDS All students are eligible to receive Student SmartRider concession cards. An application form is available from the Junior School reception. ABSENTEES & LATE ARRIVALS All boys are expected to attend school punctually. If they are late to school, boys or parents must report to the Junior School Reception to sign in and advise of their late arrival before going to class. Absences from school and late arrivals are to be reported to the Junior School Reception on the day of the absence by 8.30am. Parents are encouraged to email this notification using the absentee email address absenteejunior@hale.wa.edu.au or phone the Junior School Reception on 9347 9739. LEAVE CARDS Leave cards for external appointments during school hours can be obtained from Junior School Reception, but only if parents have advised the School by either phone, in person or email absenteejunior@hale.wa.edu.au. Please advise the following details: • date • estimated time out of school • estimated time back in school • reason for leave 26 General matters
Boys are not to leave the school at any time during the school BICYCLE HELMETS
day without a leave card being collected by their parent/guardian Boys who ride a bicycle or scooter to school must wear a helmet.
from Junior School Reception. Parents must collect a signed
leave card from Junior School Reception before collecting your MOBILE PHONES
son from class. When returning your son to school, the parent Mobile devices are a part of everyday life and provide parents
must hand the leave card to reception before he goes back to and their sons with a degree of security with regard to missed
class. buses and changes in expected routines after school. Where
boys are provided with a mobile phone or device, it remains
ALLERGY AWARENESS
their responsibility at all times and may not be used during the
Food allergies are becoming more and more common and school day for any reason. Communication with parents during
allergies to peanuts and other varieties of nuts result in alarming the school day must be done with the teacher’s permission and
and dangerous reactions. conducted from the front office.
Whilst our canteen has a policy of not providing any forms of AFTER SCHOOL CARE
nuts, and we ask that boys do not bring any nuts or nut products
to school, it is impossible to regard Hale School as a nut-free OUTSIDE OF SCHOOL CARE (OSC) PROGRAMME
environment. The Camp Australia Outside of School Care (OSC) programme
is an extension of Hale School, providing the boys with a safe
The parents of boys with severe allergies are asked to contact environment in which they can explore and play. The OSC
the Health Centre so that precise information can be distributed programme at Hale allows time for homework, relaxation,
to all staff involved in teaching them. Boys are also discouraged educational activities and a healthy snack.
from sharing lunch. The School will assist parents in developing
their son’s awareness of his condition. To find out more about OSC at Hale
Phone: 1300 105 343
Special dietary procedures are put in place for all boys with
food allergies on all of our camps. Hale School will always work or visit: www.campaustralia.com.au/Schools/HaleSchool/E729
with parents to ensure as safe an environment as possible is Registration is free.
provided.
The Federal Government Child Care Subsidy (CCS) is available.
HOLIDAYS DURING TERM TIME Eligibility for the subsidy is determined by three key elements
Parents are asked to respect the term dates when planning – your combined family’s annual adjusted income, your child
holidays. It is difficult for class teachers and the school as care fees (hourly rate caps apply for each service type) and
a whole to operate effectively and efficiently when there are your fortnightly activity (paid and unpaid work or study). For
absences during term time. Where such trips are unavoidable, more information on what you are entitled to and how to claim,
parents are asked to inform the form teacher as well as Head of contact the Family Assistance Office on 136 150 or log into
the Junior School requesting leave from the School. The Head of MyGov and complete your CCS assessment.
Junior School will reply to all correspondence regarding a boy’s
departure from school when it is for longer than two days and
not as a result of illness.
Teachers will not provide a programme of work for boys who
are leaving during term time.
General matters 27Parent involvement
and communication
PARENT & FAMILY CONTACT
MEDICAL FORM & EMERGENCY CONTACT DETAILS to be arranged for the parents of that class. Representatives
A strict condition of enrolment at Hale School is completion of sometimes also organise functions out of school hours for the
our standard Health Record. boys in their son’s class. It is important that such events are
adequately supervised by volunteer parents and that functions
An Emergency Contact form is issued at the beginning of each held off campus are not booked under the School’s name. Class
year to every student and has to be completed and returned. teachers, the Head of Junior School and Community Relations
Parents are responsible for keeping the School informed of any are happy to give guidance on such events, which can be very
changes during the year. positive opportunities for social interaction.
The issue of medication at school is a complex one. It is most EXCURSIONS
important that:
Parents are asked to sign a consent form at the beginning
• the classroom teacher be advised of short-term medication of Term 1 for any excursions planned for the year. Details of
requirements excursions are uploaded onto the Portal under Correspondence.
• the Head of Junior School, School Nurse and the class
teacher are advised of the full nature of long-term PARENTS’ & FRIENDS’ ASSOCIATION
medication requirements The Parents’ and Friends’ Association provides all parents with
the opportunity to participate in and contribute to the large
Medications for ADD or ADHD are kept in the school safe. They number of school-related social activities that take place each
are distributed by the Junior School Receptionist and a daily year. You are invited to attend the P&F meetings held in the
record is kept. This security and accountability are essential and Senior School Administration building twice a term.
are taken extremely seriously in accordance with the Poisons
Act 1964. CANTEEN
The Canteen Manager readily accepts any assistance from
PARENT INFORMATION NIGHT
parents. The canteen opens from 8.15am and will take lunch
The Parent Information Night will be held on the evening of orders until the first bell at 8.30am. There are different menus for
Monday 3 February 2020 and gives parents the opportunity to summer and winter that are constantly reviewed. These can be
meet the Head of Junior School and all of our Junior School
viewed and ordered on the Hale School Portal. However, since
team. This gives parents an insight into the curriculum and the
learning to handle and count cash is important, snacks are to be
requirements set by individual teachers and includes details on
purchased by the boys using cash.
our homework policy, discipline and the role of the parent.
All boys are expected to have lunch each day, either provided
PARENT REPRESENTATIVES from home or purchased from the canteen. Where a boy needs
Each year group has a Parent Representative. This voluntary to purchase lunch from the canteen and has no money, a debit
position provides the opportunity for informal or social functions note will be placed in his diary.
28 Parent involvement and communicationYou can also read
