Primary School Student Handbook 2022 - CRICOS: 01592G - Fraser Coast Anglican ...
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Primary School
Student Handbook 2022
CRICOS: 01592G
Contents
Our Mission .............................................................................................................................................. 4
Being a Primary School Student ............................................................................................................... 4
Contacts ................................................................................................................................................... 4
Our Primary School Team ........................................................................................................................ 6
Primary School Administration ................................................................................................................ 6
First Aid Officer ........................................................................................................................................ 6
Our School Times ..................................................................................................................................... 7
Absences and Attendance ....................................................................................................................... 7
Communication ........................................................................................................................................ 8
You Can Do It.......................................................................................................................................... 10
The ‘High Five’ Strategy ......................................................................................................................... 11
Student Code of Conduct ....................................................................................................................... 12
Behaviour Management Policy .............................................................................................................. 13
Anti-Bullying and Cyberbullying Policy Flow Chart ................................................................................ 15
Our Uniform ........................................................................................................................................... 16
Our Curriculum....................................................................................................................................... 20
Progressive Reporting ............................................................................................................................ 20
Promoting a Growth Mindset ................................................................................................................ 22
SeeSaw and ICT ...................................................................................................................................... 23
Learning Enrichment .............................................................................................................................. 24
Guidance Counsellor Services ................................................................................................................ 25
Homework.............................................................................................................................................. 26
Awards ................................................................................................................................................... 27
Student Leadership ................................................................................................................................ 28
Coolibah Library ..................................................................................................................................... 28
Outdoor Education................................................................................................................................. 29
Extra-Curricular Activities ...................................................................................................................... 30
Canteen .................................................................................................................................................. 31
Volunteers - How Can Parents and Grandparents Help?....................................................................... 32
2
3
Our Mission
We provide a supportive Christian community and a high quality learning environment which enriches the body,
mind and spirit, challenging each individual student to develop a love of learning, build their confidence, serve
others, have options for the future and achieve their best.
Being a Primary School Student
The Primary School has a reputation for high standards in regards to student expectations. We challenge our
students to take more responsibility for their own learning in what is a supportive and inclusive environment.
Above all, we strive to make school an engaging place for our students, parents, staff and the wider community.
The “You Can Do It” program is central to being a Primary School Student at FCAC. The purpose of this program
is to develop social and emotional capabilities in our students, including:
• Confidence (Academic and Social)
• Persistence
• Organisation
• Getting Along
• Resilience
We expect our students to live the values Christ taught us, strive to achieve their best, live a balanced life, give
it their all, support each other and care for the environment.
Contacts
Our Principal: Mr Joe Wright
Qualifications: B. Teach (UNE), B. Ed (UNE), M.Ed. (UNE).
Mr Joseph Wright is the Principal of
Fraser Coast Anglican College.
Throughout his time at FCAC he has
taught in the Primary, Middle and
Secondary Schools and has held
positions such as Senior Teacher,
Deputy Head of Middle School, Head
of Primary School and Deputy
Principal. Mr Wright’s career
encompasses a wide range of
teaching experiences having taught
every year level from Year 1 to Year
12 across the New South Wales
public system and the Queensland
Independent sector.
Mr Wright still enjoys teaching whenever the opportunity arises and believes school leaders should be engaged
with what is happening in the classroom. He is a proponent for Student Empowerment and, as Principal, has
been developing opportunities for students to have input into the future direction of the College. Mr Wright
has been heavily involved in the College’s extra-curricular program over his time at FCAC and lists his highlight
as winning the A Grade Hockey premiership with Fraser Flames. Mr Wright is married to Renee and they have
two daughters, Stephanie and Elise, who attend FCAC and enjoy being part of this inclusive community.
4
Our Head of Primary School: Mrs Danielle Brown
Qualifications: MLMEd (UON); B.Ed. (QUT); B.Mus (Perf) (GU); A.Mus.A
Mrs Danielle Brown is the Head of Primary School for
Fraser Coast Anglican College. She is a strong believer in
supporting the development and wellbeing of her staff
and students. Her career encompasses a wide range of
teaching experiences in both classroom and specialist
music.
Before joining us at FCAC, she held a number of middle
management positions where she led curriculum
design and innovation, mentored beginning and
experienced teachers and lead data management and
analysis. Mrs Brown completed her Master’s Degree in
Leadership and Management in 2015 and has a wealth
of knowledge in teaching and learning. Mrs Brown is a
passionate educator who believes strongly in providing children with a holistic education so that they become
informed global citizens ready to participate in our world. She enjoys spending time in the classroom with
students as well as facilitating adult learning through leading professional development for teachers.
Mrs. Danielle Brown is our Head of Primary School and can be contacted via telephone on 07 4124 5411 or email
at dabrown@fcac.qld.edu.au
Our Deputy Head of Primary School: Mr David Brown
Qualifications: B.Ed (Primary); ARU Level 2 Coaching
Mr David Brown is the Deputy Head of Primary School.
This is his ninth year teaching at Fraser Coast Anglican
College. He spent six years teaching at Orange Anglican
Grammar NSW before moving to Hervey Bay. Mr Brown
has taught in the areas of P-2 and 3-6 over his time at
the College. He has previously held the position of the
Director of Prep - Year 2.
Mr Brown enjoys being part of the College community
and guiding students on their learning journey. He is
passionate about participating in extra-curricular
activities, especially Rugby Union where he is the
Coordinator of Rugby and coaches at a Wide Bay and
Queensland Representative level.
Mr Brown wants to provide P- 6 students and parents
with a unique and wonderful experience during their schooling. He believes in building caring and
compassionate learners of the school and wider community. Mr Brown is committed to building strong
relationships between the school and families. He understands the importance of preparing students to be 21st
century learners and endeavours to encourage them to experience everything the College has to offer. Mr
Brown believes that ‘our students do not have to be the best in the world, but we will inspire them to be the
best for the world’.
Mr David Brown is our Deputy Head of Primary School and can be contacted via telephone on 07 4124 5411 or
email at dbrown@fcac.qld.edu.au
5
Our Primary School Team
Primary School students are nurtured by a dedicated team who are passionate about assisting them to achieve
success, experience well-being and develop positive relationships.
Primary School Teaching Staff
Prep Mrs Chantell Arnold & Mrs Vanessa Churchward
Ms Renae Ilka, Mrs Zoe Szekeres (T1) & Mrs Jo De Bomford (Teacher Aides)
Year 1 Mrs Katy MacDonald & Mr David Graham
Mrs Hayley Turner & Mrs Jacky McLeod (T1 & 2) (Teacher Aide)
Year 2 Mrs Blair Ryan & Mrs Merilyn Westrop
Mrs Raquel Breen (Teacher Aide)
Year 3 Ms Katherine Braysmith & Mrs Jen Davey
Ms Zoe Tyson (Teacher Aide)
Year 4 Mr Paul Towill & Ms Nerida Hadfield
Year 5 Mr Alex Dart & Ms Bonnie Riddle
Year 6 Mr Russ Fuller & Mr Brendan Campbell
Teacher Aides Mrs Jen Nolen & Mrs Tanya Robertson
HPE Mr Kaz Kandola
Visual Arts Mrs Leanne Macready
LOTE Mr Greg Sapsworth (Chinese) & Mrs Mary-Anne Bianchin(French)
RAVE Mrs Leigh Bebington
MUSIC Mrs Gunilla Myren
Technology Ms Tania Hawthorne
Primary School Administration
Mrs Leanne Towill is our Primary School’s Administration Officer and attends to general enquiries. The office is
open from 8am to 3pm, 5 days a week. Leanne can be reached through the College switchboard by calling 4124
5411 or on email at primaryadmin@fcac.qld.edu.au.
First Aid Officer
Mrs Kate Atkinson will be the First Aid Officer and
situated in Sick Bay. Kate is experienced in similar roles in
schools and enjoys working with children. She will
contact parents if their child needs to go home. If your
child’s medical needs change throughout the year, please
contact the First Aid Officer (katkinson@fcac.qld.edu.au)
as soon as possible.
Mrs Kate Atkinson - First Aid Officer
6
Our School Times
(P-2: 8.25am to 2.45pm. Years 3-6: 8.25am to 3.00pm)
The College grounds are open from 8.00am, Monday to Friday. Students who arrive before 8.00am are
considered to be in their parent’s duty of care. Primary School students who arrive early must wait at the gates
near the Year 2 building. For busy families, the College provides before and after hours care as well as vacation
programs. For more information, please ask about our ROOS Care program.
Students can be picked up from Kiss and Go up until 3.30pm. We cannot provide supervision after 3.30pm and
any Primary School students not collected will then be sent to ROOS After School Care where they can be
supervised. Parents of students sent to ROOS will be invoiced for the cost of After School Care.
Punctuality - Why is arriving at school on time important?
The start of the day is very important for establishing routines. Teachers also program in tasks to help get
students settled and in a positive frame of mind so that they are more receptive to learning. We understand that
occasionally there are circumstances that mean a student will be late for school but, on the whole, we do expect
students to be punctual. Arriving at school and class on time:
• Ensures that your child doesn’t miss out on the important learning activities scheduled early in the day
when they are most alert
• Helps your child to learn the importance of punctuality and routine
• Gives your child time to greet their friends before class
• Reduces classroom disruption for other students.
Absences and Attendance
Class rolls are a legal document and must be kept up to date at all times. If a student is absent from school, it is
a requirement that the school is notified so that our records are accurate. This can be done before or recently
after the absence via:
• Email: absent@fcac.qld.edu.au (this can be done through the College app)
• Absent notification via Parent Lounge
• Phone call to the main office (4124 5411)
Should an absence be unexplained, an SMS will be sent to parents’ mobile phone at approximately 9:30am.
We expect our students to be at school as much as possible. Sick children should be kept home to avoid spreading
illness and so that they may recover quickly and return to school as soon as possible. Research shows that higher
student attendance at school is associated, on average, with higher student achievement. Regular school
attendance will help your child to succeed in later life. Your child will achieve better when they go to school all
day, every day.
If your child will be having an extended absence from school, please contact their teacher and give as much notice
as you possibly can. We may be able to provide some learning activities for them during their absence, but it is
reasonable to expect that students may need to put in extra work to ‘catch up’ with their peers when they return.
7
Communication
A child’s class allocation is a decision made solely by the College with the interests of the year group placed first.
It is important for all families to understand that we do not take any requests for a specific teacher/teacher
genders, nor do we move students into different classes throughout the year. Teachers spend a great deal of
time creating classes that have a balanced mix of abilities and personalities. It’s also important for a child’s social
and emotional development that they are exposed to working with students and teachers with different
personalities and learning styles.
If there are any extenuating peer issues that the school may not be aware of, parents are asked to inform your
child’s current teacher of this before the last three weeks of the school year. There are many factors to consider
when placing students into classes. Please understand that we do not make guarantees on which group of
students your child will be placed with. Our priority is to create balanced classes that benefit the whole year
group.
School Diary
The diary is the first line of communication between parents and teachers. It is best used for short messages.
Should you have any issues that require greater attention, please make an appointment to see the teacher.
• P-2 teachers will check student diaries for messages on a daily basis, but Years 3-6 students are expected
to take more responsibility by taking the diary to their teacher if they have a note. 3-6 teachers will
check diaries on a weekly basis to ensure students are using it correctly.
• All diary notes will be signed by the teacher once they have been sighted. If you are unsure if your
message has been received, you should contact the teacher via email.
• Teachers may also use the diary to communicate with you in regards to your child’s progress in academic
(e.g. spelling test results) and pastoral areas as well as keeping track of reading records.
• Should the teacher identify an issue that requires more discussion, they will contact you to make an
appointment.
The diary is also an important resource for teaching student’s organisational skills, particularly in Years 3-6.
Students in Years 3-6 are expected to keep their diary updated regularly.
Email
All staff can be contacted through their College email addresses. This is often a very effective way of
communicating short messages. Our teachers’ key priority is teaching your children. Whilst email communication
is convenient for all of us, we would ask that you appreciate that teachers are not able to respond to your emails
instantly, although you can expect a reply within 24 hours during the term. If you have an urgent message for
your child’s teacher, please contact Primary School Admin on 4124 5411.
If your reason for contacting a teacher involves more complex or serious issues, these are best discussed face to
face. We advise that you send a short email requesting an interview and a brief explanation for the reason you’d
like to meet.
Phone Calls
Teachers are available to take phone calls before and after school, or during their release time when available.
To minimise disruption to learning, we do not transfer phone calls to teachers during school hours.
8
Face-to-Face
There are set times for formal meetings between parents and teachers during Parent/Teacher Interview
evenings, but we are also happy to meet with you at your request. Small ‘catch ups’ are possible before and
after school. Should you need to discuss an issue in depth you are more than welcome to make an appointment
with your child’s teacher.
The College App and Facebook
FCAC has embraced a responsible use of social media. To keep up to date with news from around the College,
download the College App for your smart phone and/or ‘Like’ us on Facebook by searching for ‘Fraser Coast
Anglican College.
Teachers will send out regular class newsletters through the College App to communicate important events as
well as what has been happening in the classroom.
As students get older they are expected to be more organised and independent with keeping their diaries
updated and in the way they communicate with their parents.
Parent Lounge
The Parent Lounge is an online service for FCAC families that, among other things, allows you to:
• Make appointments for Parent/Teacher Interview
• View timetables, assessment dates (3-6), assessment results and previous reports
• Update personal and medical information for your children
• Notify the College of student absences
• Load money on your child’s account
• Access College calendar
• View Canteen menu and smart card information
You can log on to ‘The Parent Lounge’ by clicking on the ‘MyFCAC’ logo on the College website:
www.fcac.qld.edu.au or through the College App.
Your login is your account number on your FCAC Accounts Statement and you can get your password by
contacting our Registrar at enrolments@fcac.qld.edu.au . Passwords can also be reset using this contact.
Website
The website (www.fcac.qld.edu.au) is regularly updated and upcoming events are posted on the main page.
9
You Can Do It
Social and Emotional Wellbeing
The You Can Do It (YCDI) program is a school-home collaborative approach to promoting the social-emotional
well-being and achievement of all children.
YCDI’s mission is to strengthen the five social and emotional skills and values (the “5 Keys”) which all children
need to manage their own learning, behaviour and emotional well-being including:
• Confidence (academic and social)
• Persistence
• Organisation
• Getting Along
• Resilience
The YCDI emphasises the importance of teaching children different “Ways of Thinking” that help them to
develop in each of these five areas.
YCDI is the cornerstone of our Pastoral Care program, and we even report on how your child is progressing in
each of the five skills on their report cards. To learn more about the YCDI program go to:
http://www.youcandoit.com.au/
10The ‘High Five’ Strategy
At Fraser Coast Anglican College, we teach all students the “High-Five”. This is a physical prompt (hand sign) to
remember strategies to assist in the appropriate management of conflict. Each strategy is taught individually and
students learn skills to deal with problems in a systematic, constructive way.
11Student Code of Conduct
At FCAC we consistently encourage, recognise and acknowledge positive behaviour.
Learning
• Promote and respect a positive learning environment for yourself and for your fellow students
• Commit to doing your best at all times
• Co-operate with others and make positive contributions to group work and discussion
• Use technology responsibly and comply with expectations regarding mobile phones and laptops
• Always complete homework by the due date
• Submit assignments on or before the due date
• Ensure that the work submitted is your own - be academically honest
• Be punctual to school each day and arrive at lessons promptly
Safety
• Keep yourself healthy by complying with laws regarding smoking, alcohol & other drugs
• Follow good hygiene practices
• Respect the well-being of your fellow students by engaging in safe behaviour
• Set a good example for others
Relationships
• Maintain positive relationships with your peers, other students, your teachers & other College staff
• Use appropriate respectful language at all times
• Keep FCAC a bully-free community by treating people with fairness and dignity
• Respect your own property and that of other students
• Take opportunities to serve others at the College and the wider community
• Participate fully in the life of the College - get involved in activities, events & the extra-curricular
program
• Be honest and conduct yourself with integrity
• Contribute to the harmony of all groups and teams that you belong to
Presentation
• Maintain a high standard of personal presentation and grooming
• Comply with uniform expectations and wear your uniform correctly at all times
• Comply with expectations regarding jewellery, make-up, haircuts and hair colour
• Wear your College hat when arriving at and departing from the College
Our Environment
• Clean up after yourself and pick up litter when you see it
• Respect the College grounds, buildings and property
• Think before you print, recycle where possible
• Conduct ball games only in the designated areas (ovals, ball court) and at appropriate times
12Behaviour Management Policy
FCAC aims to provide a safe, positive environment that is conducive to learning and, as a result, we expect high
standards of behaviour inside and outside the classroom.
We take a proactive and collaborative approach to Behaviour Management where students, staff and parents
work in partnership to create positive outcomes for students. We understand that, as part of growing up,
children will make poor choices from time to time. To foster personal development, we encourage students to
take responsibility for their actions and help them learn from their mistakes.
Level Suggested Consequences
Teacher Teacher
• All general classroom behaviour • Time Out/Lunch time detention –at discretion of
• Disruptive behaviour that interrupts teacher and age appropriate for student
learning (e.g. calling out, attention seeking • Parents contacted by diary, email or phone. This
behaviour) should be done if a student is consistently
• Being disrespectful to teachers, parents and breaching the behaviour management policy at
peers this level
• Initial stages of bullying – Levels 1&2 • Unsatisfactory work to be redone in student’s
*see Bullying Policy own time, supervised by teacher
• Incomplete or unsatisfactory class work/ • Reflection sheet
homework/assignment
• Unacceptable personal presentation
(uniform)
Deputy Head of Primary School Deputy Head of Primary School
• Instances of above repeated more than twice • Lunch time / in school detention
(after teacher has given consequences both • Parents contacted by phone or interview
times) arranged
• Established bullying - Level 3 . • Monitoring Card
• Repeatedly or belligerently disobeying teacher • Other, equivalent consequences
• Theft (e.g. Time Out / exclusion from sporting events
• Vandalism etc.)
• Physical violence
Head of Primary School Head of Primary School
• Any of the items directly above • As above
• Repeated instances that have been referred to • Behaviour Contract
the Deputy Head of Primary School • Suspension (Internal / External)
• Established bullying – Level 4 • Consequences at the Head of Primary School’s
• Emergency situations discretion
• Recommended action to Principal
(including expulsion)
13Anti-Bullying Policy
This policy is in line with the core values of Fraser Coast Anglican College which states that every person in the
College community has the right to be treated with respect. Fraser Coast Anglican College is committed to
providing a caring, friendly and safe environment for all students so they can learn in a relaxed and secure
atmosphere. Bullying of any kind is unacceptable at our school and will not be tolerated. If bullying does occur
all students should be able to tell someone and know that incidents are dealt with promptly and effectively.
Objectives of this policy
• All members of the college community will have a clear understanding of the nature of bullying, its
ramifications and preventative measures
• All staff will have a clear understanding of the expectations required when dealing with bullying
• All pupils and parents will be supported when bullying is reported.
What is Bullying?
Bullying can be defined as unprovoked aggressive behaviour, deliberately inflicted by someone of greater power
on someone of lesser power. It can be physical, verbal and/or emotional. By definition it is targeted and
repetitive, occurring regardless of size, age or intellect. More information: bullyingnoway.gov.au
What is Cyberbullying?
Cyberbullying involves the use of information and communication technologies such as e-mail, cell phone and
pager text messages, instant messaging, defamatory personal Web sites, and defamatory online personal polling
Web sites, to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to
harm others. More information: www.cybersmart.gov.au
Our Expectation for student use of digital devices and social media
Primary School students are not permitted to use mobile phones or access social media during school hours.
Students found using a mobile phone will have it confiscated for three days. Students are expected to respect
age limit restrictions for social media platforms (e.g. Facebook / Instagram users must be at least 13 years old).
Signs and Symptoms
Adults should be aware of possible signs and investigate if their child exhibits one or more of these symptoms:
Signs of Possible Bullying Signs of Possible Cyberbullying
Is frightened to go to school Change in mood and/or behaviour
Changes their usual routine Lowering of grades at school
Becomes withdrawn and anxious Not wanting to go to school / sport etc.
Starts stammering Not feeling ‘well’, headaches, stomach-aches
Attempts to run away Being secretive in online activities
Cries themselves to sleep / nightmares ‘Jumpy’ when text messages arrive
Feels sick in the mornings Not putting their phone down
Begins to do poorly at school Wanting to be online all the time … or never
Comes home with torn clothes Changes in their online habits
Has possessions that go missing Upset, angry, teary, rebellious when not previously
Asks for money Change in friendship groups
Has unexplained cuts and bruises Spending more time with family instead of friends
Becomes aggressive, disruptive or unreasonable Stops eating
14Anti-Bullying and Cyberbullying Policy Flow Chart
The College’s approach to bullying will be appropriate to the severity of the incident and will be age appropriate
for the child.
Level One
Student/Peers inform class or playground Teacher
Teacher to record and date incident in Kiosk/ student diary if required
Teacher to speak with the parties involved
An apology will be required if deemed appropriate
Examples: Name calling, exclusion, bossiness, harsh words, power play
Consequences: No blame or formal consequence will be given at this level. Depending on the
situation, parents may be contacted
Examples:
Level Two
Examples:
Repeated episode of Level 1
Student/peers to inform class or playground teacher
Teacher to record and date incident in Kiosk/Student Diary
Teacher to continue to work with the parties involved to help develop strategies and monitor the situation
Head of Junior School to be kept updated of any developments. An apology to the students involved
Examples: Name calling, exclusion, bossiness, harsh words, power play, (repeated after warning given at Level
One), cyberbullying at school
Consequences: Detention with teacher. Apology to student involved. Parents fully informed of details
relating to bullying / cyberbullying incident
Level Three
Any repetition of bullying or more severe cases will be dealt with before by the Head of Primary School
Progress will be monitored and may involve ongoing counselling to ensure behaviour changes and that the bullying stops
Examples: Exclusion, power play, cyberbullying (repeated episodes from Levels One and Two); repeated emotional, verbal
and physical abuse
Procedures/Consequences: Parents informed of details via phone call from Head of Primary School Consequences as per
Junior School’s Behaviour Management Policy. Apology to student involved
Parent interview to inform them of details and to discuss consequences and strategies
Continued monitoring by teachers and Head of Primary School
Level Four
For repeated bullying that is not resolved at Levels One, Two, or Three. It also includes the most serious forms of bullying and
cyberbullying. Parents will be contacted and asked to attend a conference with the Head of Primary School. In cases of severe or repeated
incidents suspension or even expulsion may be deemed necessary.
Every attempt will be made to rehabilitate the bully through counselling, but the Principal of the College reserves the right to expel the
student perpetrating the bullying should such action be deemed necessary to protect others.
Examples: Exclusion, power play, emotional abuse, verbal abuse, physical abuse, sexual abuse, sexual harassment, cyberbullying, highly
inappropriate use of digital devices / mobile phones / ICTs, repeated episodes from Levels Two and Three.
Procedures / Consequences: Parents informed of details via phone call from the Head of Primary School. Where appropriate, Police
informed. Consequences as per Primary School’s Behaviour Management Policy. Apology to student involved. Parent interview to be
organised to discuss consequences and strategies.
Counselling offered to both parties.
Continued monitoring by Head of Primary School.
15Our Uniform
One of our points of difference at Fraser Coast Anglican College is our high standards of uniform. As an Anglican
School, we pride ourselves on ensuring that the students have a uniform that sets the tone of our school.
Personal presentation is important in the work force and therefore, schools are a perfect place to encourage
students to take pride in their own presentation.
General Expectations
• Clothing should be clean, well-maintained and well-pressed (where appropriate)
• Shoes should be cleaned and polished
• Damaged clothing should be repaired quickly or replaced
• Clothing, especially skirt length, should be modest and within the normal variations caused by rapidly
growing young people. There should be no bare skin visible between the top of the knee high stockings
and bottom of the skirt.
• Only items of clothing specified in the uniform list are to be worn to and from and at school. There are
no exceptions to this rule other than by special application to the Head of the Sub-School.
• Makeup, apart from some medicated creams and sun-block may not be worn. Sunblock is to be used
whenever students are outside.
• When long socks are to be worn, they must be pulled up.
• Hats must be worn at all times when students are not in rooms. Hats should be maintained in good
condition without holes, decoration or graffiti.
• All students are expected to maintain their personal hygiene and appearance
Prep Uniform
Girls and Boys – PE Uniform (4 days per week)
• Navy microfibre unisex shorts, elastic waist and drawstring
• Maroon polo shirt with white collar; navy, white and maroon sleeves and College crest on left front
• White sport socks with College stripes or ankle socks with FCAC on the top
• Joggers/sneakers
• Hat – Navy bucket sports hat with College crest on front
• College Tracksuit (optional for cooler months)
Formal wear - 1 day per week – refer Primary School Girls and Boys.
16Our Uniform
Primary School Girls
Day wear
• Tartan dress with white collar and maroon tie, College crest on left hand side of dress. (shortest length
is on the knee) OR
• Blue blouse with tartan collar and College crest on pocket with navy culottes (shortest length is mid-
thigh)
• White ankle socks with College stripes
• Black leather school shoes
• Navy, broad brim formal hat with embroidered College crest
Formal wear
• Tartan dress with white collar and maroon tie, College crest on left hand side of dress. (shortest length
is on the knee)
• White ankle socks with College stripes
• Black leather school shoes
• Navy, broad brim formal hat with embroidered College crest
Winter additions
• Maroon jacket with College crest which is to be worn with all uniforms
• Ink navy opaque tights (Razza Matazz girls opaques 40 denier or similar). Tights are only to be worn
with the tartan dress
• College tracksuits are to be worn only with sports uniform
Primary School Boys
Day wear and Formal wear
• Mid-Blue shirt with tartan Collar and College crest on pocket
• Navy elastic back shorts (Years 1 and 2)
• Navy formal shorts (Years 3 – 6)
• Ankle socks (Years 1 and 2)
• Long socks – light blue/grey fleck with College stripes (Years 3 – 6)
• Black leather school shoes
• Navy, broad brim formal hat with embroidered College crest
Winter additions
• Maroon jacket with College crest which is to be worn with all uniforms
• Navy elastic back long pants instead of shorts
• College tracksuits are to be worn only with sports uniform
17Shoes
Students are expected to wear black, leather, lace up, business style school shoes with P – 2 students having the
option of Velcro instead of laces.
There are some distinguishable features of the black, leather school shoe which makes it different to the sports
shoe. The school shoe should:
• Have a heel
• Be completely leather with no patterns or strips of other material
• Be business style not a sports shoe
• Not have any sports logos
The type of shoe we have described is listed on the ‘Clarks’ website as being podiatrist approved, reflects the
standard of our day uniform and is consistent across the College.
Joggers
Students are permitted to wear joggers/sneakers with their sports uniform of any colour. However, these shoes
must be a running shoe and appropriate for sporting activities. Vans and skate shoes are not permitted.
Jewellery
• Watches are permitted
• One pair of studs or sleepers (studs must be small, round and a plain colour – silver, gold or one plain
colour. No studs in the shape of animals, flowers or other novelty items).
• No necklaces are permitted unless it is a cross or a religious symbol and it must be kept under the
uniform.
The following photos are examples of studs that are permitted:
18Hair
Boys hair must be kept clean and tidy and be of an appropriate length, above the eyebrows and off the collar. It
must be of natural colour and not less than 3 blade and tracks are not allowed. No extreme hair styles are permitted.
Girls hair must be kept clean and tidy, be off the face or of a length that does not cover the eyebrows, tied back if
over the collar to enable the hat to be worn correctly and be of a natural colour. Ribbons or scrunchies worn in the
hair must be of the College colours.
Girls and Boys Swimwear
• Girls can wear one-piece plain navy, burgundy or black – no mixed colours, no bikinis / separates.
• Boys can wear plain navy, burgundy or black speedos OR plain navy, burgundy or black board shorts (school
PE shorts are also ok).
• Girls can wear board shorts over their swimmers, as long as they are plain navy, burgundy or black. No
mixed colours. The colour of the shorts should match the colour of the swimmers.
• Boys and girls can wear ‘jammers’ or legsuits in plain navy, burgundy or black.
• The FCAC rashie must be used for swimming lessons/HPE but it is optional for racing (ie. swimming carnival).
No other rashie can be used.
• At the carnival, when not swimming, House shirts and FCAC hats should be worn. The following swimmers
are some examples of what can be worn for school activities:
Please note, if you are buying swimmers from somewhere other than the uniform shop:
• the colours are navy (not blue), burgundy (not red) and black (not grey).
• the styles are plain – no mixed colours or patterns.
• the only swimmers with mixed colours that are ok to wear are those from the uniform shop.
If you are unsure about any of the rules for uniform, please speak with your child’s teacher or Mrs Tanya Barron in
the Dilly Bag.
19Our Curriculum
The Fraser Coast Anglican College motto — “Enriching Body, Mind and Spirit” captures the essence of producing
well-rounded, balanced young people, capable of meeting the challenges of the future. As a community, we strive
to maintain high expectations for all students and are active in the pursuit of excellence on all levels.
The academic program is designed to be challenging and engaging for all students. We have fully implemented the
Australian Curriculum and continually make changes to our program to reflect updated versions of the Curriculum.
As of 2016, History, Geography and Civics and Citizenship have been incorporated into one key learning area called
Humanities and Social Science (HaSS). Teachers have made adjustments to their programs to cater for this change.
English, Mathematics, Science, HaSS (Humanities and Social Science) Technologies, The Arts, Health and Physical
Education and Languages have all been endorsed by the government and will be implemented into our teaching and
learning program as of 2016.
Progressive Reporting
We have now implemented a Progressive Reporting model into the Primary School. We encourage our parents to
ensure they have access to Parent Lounge and SeeSaw to access the progressive reporting information for their child.
Our Prep – Year 2 team progressively report through SeeSaw. Using a star rating, our teachers choose specific pieces
of work throughout a term for the purposes of progressive reporting. The star rating is indicated below:
Emerging – 1 star
Developing – 2 stars
Demonstrating – 3 stars
Advancing – 4 stars
Exceeding – 5 stars
This start rating is in alignment with the grades indicated on the academic transcript that is sent out at the end of
each semester.
Our Years 3 – 6 team progressively report through Parent Lounge. Grades are indicated as A, B, C, D or E and are
awarded based on the Achievement Standard (please see below the section on the Achievement Standards). This
scale is also used for the Academic transcript that is sent out at the end of each semester.
Our Specialist teachers will use either SeeSaw or Parent Lounge to communicate with you about progressive
reporting.
A policy for parents on Assessment and Reporting is available on the College website for more detailed information.
In addition to Progressive Reporting we provide feedback to parents on their child’s learning in the following ways:
• Parent / Teacher evenings twice per year
• Formal Transcript of grades at the end of each semester.
We encourage parents to make a time to meet with their child’s teacher at any stage of the year if they have
any concerns. It is our philosophy to be proactive in contacting you if we have any academic or social concerns
regarding your child.
20Achievement Standard — What is a “C”?
A main point of difference in the Australian Curriculum is the Year Level Achievement Standard. For the first
time in the history of Australian education, teachers and parents and other community stakeholders, now have
a national set of standards they can refer to regarding the academic progress of students. The Achievement
Standard describes the level of knowledge and skill a student requires at the end of their year level. A student
who receives a “C” or “Demonstrating” standard has met the requirements of the Achievement Standard and
the teacher has judged that the student is able to move on to the next year level without support.
Grading
P-2 students use the Emerging to Extending progression points while Year 3-6 students use the more familiar A to E
grading scale.
• E / Emerging: The student needs explicit prompts and scaffolding from the teacher to meet the Achievement
Standard. They are still learning to follow procedures.
• D / Developing: The student can meet the Achievement Standard with scaffolding through tasks either by
the teacher or by peers. They are attempting to explain their understanding of key concepts.
• C / Demonstrating: The student can independently meet the expectations of the Achievement Standard in
familiar contexts. They can explain their understanding of key concepts. This is where a student is expected
to be by the end of the year.
• B / Advancing: The student is working beyond the Achievement Standard and independently applying their
knowledge and skills in familiar but more complex contexts. They explain their understanding of concepts
in detail.
• A / Extending: The student is extending with depth beyond the Achievement Standard and independently
applying their knowledge and skills in complex and unfamiliar contexts. They can explain connections
outside what is being taught in class, without adult assistance. The student consistently meets high
expectations of doing challenging work independently.
21Promoting a Growth Mindset
At FCAC we believe that high academic standards are essential for the long-term academic growth of a child. As
such, we set a high value on our ‘A’ and ‘B’ standards and students need to be consistently meeting them to be
awarded these grades on their report card. We also place value in the effort of all students to achieve their personal
best. Our teachers encourage a growth mindset in all students and use the effort criteria to demonstrate to students
that their efforts can lead to success in learning.
Effort Criteria P-12
Effort Criteria 1: The student Typical features include:
applies themselves
• consistently working to the best of their ability
consistently to improve their
• consistently completing tasks with thoroughness
learning.
• offering ideas & asking questions in class which help to clarify discussion
• consistently making a positive contribution to group work
• being consistently focused in class
• Listening when others talk and regularly offering additional input
• being consistently on task
• persisting with difficult tasks
Effort Criteria 2: The student Typical features include:
generally applies themselves
• generally working to the best of their ability
to improve their learning.
• generally completing tasks with care
• offering ideas and asking questions, on occasion, which help clarify
discussion for themselves
• generally making a positive contribution to group work
• being generally focused
• listening when others talk and, on occasion, having something to add
• Being generally on task
• Generally persisting with difficult tasks
Effort Criteria 3: The student Typical features include:
applies themselves
• showing an inconsistent application to learning
inconsistently to improve
• needing encouragement to complete tasks
their learning.
• needing prompting to ask questions or offer ideas in class
• group work skills still developing
• being inconsistently focused
• needing reminding to stay on task
• listening inconsistently when others talk & rarely having anything to add
• attempting difficult tasks but needing encouragement to persist
Effort Criteria 4: The student Typical features include:
requires close supervision to
• showing a minimal application to learning
improve their learning.
• frequently submitting unfinished tasks
• impeding the learning of others
• asking questions or making comments that often distract from learning
• being disruptive when participating in group work
• requiring constant teacher attention to stay on task
• not listening when others talk and interrupting when others speak
• rarely attempting difficult tasks
22SeeSaw and ICT
SeeSaw is an interactive digital portfolio and is able to be accessed via your computer or through an app on android
or smart devices. You are able to receive notifications when your child’s work has been uploaded and can view it
instantly. You may notice developmentally appropriate differences between each Year Level’s portfolio. Each child
gets their own journal and they are taught to add entries to it, like photos, videos, drawings, or notes.
Each portfolio will contain several photos and videos of your child at school. Each class completes a number of small
group as well as whole class activities throughout their learning journey. Some images in your child’s notebook will
contain photos of other children in their class. Photos in this portfolio are for private use only and not for public
display. It is a condition of use that you do not share photos of other children in any public format. Privacy in the
digital arena is of utmost importance to us at the College and this is addressed in the Cyber Safety and Social Media
Policy which you can access via our website. Privacy is maintained as the program is set up in a way that only the
parent will have access to their own child’s portfolio. There is no sharing of other children’s folios with other parents.
You will be required to sign a privacy policy each year to access Seesaw.
ICT Resources
Our philosophy on ICTs is to integrate their use across all subjects in the curriculum to enhance learning and foster
engagement amongst our students.
• P-3 classrooms have a class set of iPads for each year level
• Years 4-5 classrooms have a class set of laptops for each year level
• Year 6 classrooms have one to one laptops
• Years 4-6 students have email addresses that can only be used for internal communication
• Classes can also book Computer Labs
• All rooms have wireless internet access
• Each student has a printing account
23Learning Enrichment
The Learning Enrichment Team at Fraser Coast Anglican College strives to support teachers, students and their
families to enable students to achieve their educational potential within an inclusive environment. Support may be
offered to students individually, in small groups or within a whole class environment, depending on students’
learning needs.
Our links with classroom teachers, families and outside agencies are strong so that we can offer the best possible
services to the students under our care and minimise barriers to learning.
The Director of Learning Enrichment is Hilary Harvey (hharvey@fcac.qld.edu.au). Our Learning Enrichment Teacher
in the Primary School is Leanne Collins and our Learning Enrichment Teacher Aides in the Primary School are Brenda
Rangott, Veronica Biles and Sue Tyson.
Referrals
If your GP or specialist requires any information from the school in regards to your child’s learning, please make
contact with our Head of Primary School, Mrs Danielle Brown via email dabrown@fcac.qld.edu.au or calling Primary
Admin on 07 4124 5411. Required information will then be sent directly to the doctor or specialist.
24Guidance Counsellor Services
Mrs Kaylene Burke is a Registered Nurse who has worked in theatre for nearly 18
years. She has completed her Mental Health Nurse training, following her Bachelor of
Nursing, and has recently completed her Counselling through AIPC. Kaylene will now
be the Counsellor, and College Nurse, in cases of student complex medical needs and
medical emergencies. Students can book an appointment for counselling through
kburke@fcac.qld.edu.au, present to the Counsellor’s Office or through Student
Services.
The Guidance Counsellor offers a P -12 school based service that primarily focuses on
the educational, social and emotional needs of students within the school
environment.
Personal Issues Handling Conflict Educational Issues
Grief and loss With other students Study concerns
Stress, anxiety or worry With teachers Study skills & management
Depressed or sad mood Bullying Exam and assignment anxiety
Relationship difficulties Cyber safety / bullying. Learning issues (in collaboration
Anger management with
Friendship problems Learning Enrichment)
Family problems Behavioural issues
Loneliness Motivation
Confidence
Social Skill Development
This service aims to reduce barriers to learning and participation in the full life of the College. The Guidance
Counsellor works in partnership with students, parents, College staff and other service providers. Some of the services
provided include:
Information and Education Collaboration and Teaming
Group / individual staff education and advice Consultation and planning with College Staff
Group / individual student education Referral to external agencies / professionals
External sourcing of information (with parent/student consent)
Working with external agencies and professionals to
Direct Support deliver a coordinated approach to student needs
Student counselling and emotional support when required
Small group programs
Skilling and support
A short term pastoral counselling and guidance model has been adopted. In the Primary School, counselling is offered
on a one-to-one basis. Whole class or small group programs are offered from time to time depending on student need
or teacher request in a variety of areas including cyber safety, peer relationships, resilience, social skills, anxiety, etc.
Primary School students require written staff or parent referral and consent to access guidance counsellor services.
Referral forms are available on the counselling section of the website or directly from the guidance counsellor.
25Homework
At FCAC we believe homework should be:
• Meaningful
• Relevant to the content taught in class
• Purposefully planned and linked to specific learning goals
• Reinforcing and consolidating learning that happens at school
• Reinforced through feedback from the teacher
• Appropriate to age, in terms of content and time allocated
• Differentiated in terms of difficulty and time allocated
• Structured, with clear deadlines and expectations
• Negotiated and balanced between subjects
• A partnership between students, parents and teachers
Teacher Student Parent
Plan and scaffold the homework. Complete within the given Facilitate student’s effective
deadline. time management and
organisation.
Provide clear guidelines and expectations Communicate difficulties with Communicate any issues with
to students and parents. the the teacher.
teacher / parents in a timely
manner
Ensure relevance. Organised home learning Balance the amount of
environment. assistance given to the
student.
Ensure time allocated is appropriate. Manage time and organisation.
Differentiate to meet student needs. Take responsibility for
homework.
Liaise with other subjects.
Establish a class homework routine.
Adjust in times of assessment / exams.
Provide timely feedback on all assigned
homework.
Follow up and provide consequences if
homework not completed, as per
College's Behaviour Management Policy.
Communicate issues with parents.
26Awards
Merit Awards
Merit Awards are issued to Primary School students by Classroom Teachers. Merit Awards are issued based on our
“You Can Do It” characteristics of ‘Confidence’, ‘Getting Along’, Organisation’, ‘Persistence’ and ‘Resilience’.
P-2 students receive a Principal’s Early Childhood certificate when they have accumulated three Merit Awards. These
can be handed into Mrs Towill at Primary Admin. P-2 students may receive points under the College Award system
below however are not eligible to receive a badge until Year 3.
The College Award
The College Award System categorises points into three spheres – Body, Mind and Spirit. Points are allocated to
students for participation, excellence and effort. Only activities that are organised through the College are eligible
to earn points. The type of activities are predetermined, with new activities being approved as they emerge. Students
will earn a single point for each activity they participate in. These points will follow the student through their journey
at FCAC (Years 3-12).
The College Award is presented to students who have achieved the following points:
15 White 30 Navy 45 Burgundy 65 Bronze
85 Silver 110 Gold 150 Honours I 200 Honours II
Celebration of Effort
While all students achieve at different levels and have strengths in different subjects, there is one area where all
students are on an even playing field. Students who receive a ‘1’ for Effort (see effort Criteria on page 25) in almost
all of their subjects receive a special award at the Celebration of Effort Assembly or the Yrs 3 – 6 Celebration of
Achievement Evening.
Academic Awards
Academic awards are given to students who receive consistently high grades across all subject areas throughout the
year. Students who receive an accumulative grade of B across all subject areas are considered for this award.
Body, Mind and Spirit
Awards
These are awarded to two students in each
Year 3-6 class who epitomise the College’s
motto of ‘Enriching Body, Mind and Spirit’.
These students are generally involved in a
range of activities across the College
(sporting and cultural), takes part in our
Outdoor Education program, takes
responsibility for their own learning and
demonstrates consistent effort in all areas,
and embodies Christian values in all that
they do.
27Student Leadership
Primary School Captains and Prefects
Students go through a nomination process at the end of Year 5 and are interviewed for these positions, which are
ultimately appointed for the whole year by the Head of Primary School with consultation from teachers and the
student’s peers. They take a lead role in the Student Representative Council and have a range of duties throughout
the Primary School.
House Captains
Students in Year 5 at the end of the academic year nominate for these full year positions and they are determined
by a preferential vote from the Year 2 - 5 students of their relevant house. House Captains help motivate and
organise their houses during carnivals and Interhouse competitions. They also monitor the sports shed equipment
on a rotational basis.
Class Representatives
Each Year 3-6 class elects, via preferential vote, one Class Representative for a semester. The Class Representative’s
role includes:
• Representing their class at weekly SRC meetings
• Organising class meetings
• Assisting Year 6 leaders in organising and running student events
They will also receive some leadership training as part of their SRC meeting schedule.
Year P-2 classes are assigned a Prefect to liaise between their class and the SRC. All leaders are involved in organising
events and running assemblies for the Primary School. Students who are not leaders who would like to also
participate in the organisation of events are most welcome.
Coolibah Library
Purpose designed to help meet the ever evolving information literacy, technology and recreational needs of the
school community, the dual-storey Resource Centre plays an integral role in the Primary School program. All
students from Kindergarten to Year 6 are timetabled into the Library on a weekly basis.
In these weekly visits, Primary School students are given an opportunity to peruse and borrow from the College’s
extensive range of both fiction and non-fiction resources. This collection is dynamic and is constantly evolving to
meet both the interests of students and the needs of an ever-changing curriculum, and we pride ourselves on the
input students, parents and staff have in the development of our collection.
As an extension of these sessions, students are also exposed to a range of activities that assist in providing them
with foundation skills in a variety of key areas, from the location of resources within the library, development of
research and information retrieval skills, and an appreciation of a variety of different genres and authors. Above
all, whether it be visiting the library during lunch time for board games and reading, or visiting the library for an
author study session, we aim to ensure students enjoy their experience and make the best use of this great resource.
28You can also read
