You can download a copy of the handbook by clicking the PDF button above on the right.
If you have any further questions in relation to school times, dates, policies or other general enquiries please feel free to contact the school by phone weekdays between 8:30am to 3:30pm on 4737 5500 or send us a message by email.
Telephone 02 4737 5500
Facsimile 02 4737 5599
Email carolinechisholm@parra.catholic.edu.au
Website www.cccglenmorepark.catholic.edu.au
Address 90-98 The Lakes Drive, Glenmore Park, 2745
Caroline Chisholm College is a community committed to providing young women with a quality Catholic education which promotes a passion for learning, develops skills for living and inspires an ongoing search for meaning.
These young women will be confident, compassionate and independent, and their lives will be marked by a Christian faith which is integrated and deeply spiritual, a courage which transforms our society and renews our church and a tolerance which accepts difference and values justice.
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Caroline Chisholm, ‘The Emigrants’ Friend’, was born in 1808 and died after a long illness in 1877. She was one of the great pioneers in the history of Australia.
Through words and actions, Caroline Chisholm’s life was one of social reform. The plight of the poor and homeless - emigrant families, young women, displaced rural workers - moved her to action. She established an employment agency, hostels and emigration schemes to provide hope and a new life to new settlers to Australia who had been ignored, ill-treated and forgotten. When a perceived injustice required a political response, she lobbied the government of the day in writing and in person.
Caroline Chisholm’s actions were motivated by two very strong beliefs - her commitment to the importance of family life and her deep love of God. Her religion was the mainspring of her life.
Caroline Chisholm tackled the causes of her day with confidence and courage, unafraid that she was perceived as stepping into an arena not befitting a woman. She was determined to do all in her power to create a society where people worked together, helped each other and valued relationships.
The qualities shown by Caroline Chisholm make her a worthy model for each student to emulate. Her life exemplifies the school motto: Faith Courage Tolerance.
Caroline Chisholm College, Glenmore Park, was established as a Catholic girls' high school in 1974. Since 2000 it has provided a Catholic education for girls from Years 7 to 12.
| History Timeline | |
| 1974 | Caroline Chisholm High School commenced with 20 students and five staff. |
| 1976 | The school moved to its present site in Glenmore Park (then known as Regentville) and provided Catholic education for girls in Years 7 - 10. |
| 1987 | The commencement of a comprehensive building program which resulted in permanent accommodation for 600 students. |
| 1997 | The Parramatta Diocesan Schools Board decided to restructure the school to a college, providing education across Years 7 - 12. |
| 1998 – 2002 | A comprehensive building program provided a new Technological and Applied Studies block, two blocks of 14 classrooms, a modern library, a performance space for dance, drama and music, a chapel, a photography darkroom, new administration areas, science laboratories, music rooms and a staff amenities room. |
| 2000 | First HSC cohort. |
| 2004 | 30th Anniversary Celebrations and publication of The First Thirty Years which provides a history of the college. |
| 2001 - 2012 |
Ongoing additions and improvements to technology for students and staff including:
Improvements to classrooms and grounds including:
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By Amanda McKenna and the Caroline Chisholm College Workshop 2000
Verse:
Together – we walk the path of knowledge and growth
Being there for one another on the way
Together – we learn to make a difference in our world
And make the best of every single day
Chorus:
With faith in our God, in ourselves and in each other
With the courage to be the best that we can be
And the tolerance to value our diversity
We’ll shine the light of love, together
For all the world to see
Verse:
Together, from those who came before us in time
We learn from all the wisdom passed along
Together, we also strive for justice and compassion
For everyone, together we grow strong
Chorus:
With faith in our God, in ourselves and in each other
With the courage to be the best that we can be
And the tolerance to value our diversity
We’ll shine the light of love, together
For all the world to see
Interlude:
Open our minds
Open our hearts
Open our eyes – together – together
Chorus:
With faith in our God, in ourselves and in each other
With the courage to be the best that we can be
And the tolerance to value our diversity
We’ll shine the light of love, together
For all the world to see
Loving God
We thank you for the example of Caroline Chisholm, the emigrant’s friend.
Help us to befriend all those we meet so that we can truly follow in her footsteps.
Teach us how to use our knowledge and talents to help others and to create a better world.
Grant us the grace to grow in love for you and for learning so that we may always be models of faith, courage and tolerance.
We ask this through Christ our Lord.
Amen
Caroline Chisholm, pray for us.
‘I know of no more sacred duty than to educate a child’
(Caroline Chisholm)
Pastoral care at Caroline Chisholm College permeates every aspect of school life. This is demonstrated by the attitudes, values and beliefs that are held by all members of the school community and manifested both within and outside the classroom. It concerns the whole community and involves the total development of each individual student.
It is based on the following beliefs:
When students enter secondary school many of them experience a period of transition - a time of adjustment to varying teaching styles and new situations. They face new demands for study and homework, new routines and a sudden expansion in the range of social relationships.
Teachers at Caroline Chisholm College commit themselves to orienting all new students to the College and to easing the transition. This is reinforced by the pastoral care network which provides care for all students while at school. Integral to this are the Homeroom teachers and the Year Leaders.
The Homeroom teacher is not only responsible for the daily administration procedures involving his/her Homeroom class but also develops a close rapport with each of the students within this cohort. In most cases this person teaches a subject to their class and so has regular extended contact with the students. He/she is the first point of contact regarding any matters concerning your daughter.
The Year Leader is responsible for activities involving the whole Year Group.
Year 7 students participate in a three day orientation camp which integrates faith development and allows time for reflection on their growth in interpersonal relationships, belonging to a college community and their relationship with God.
In Years 8-10 the students have independent learning (iPlan) classes where their study and organisational skills are developed, facilitating their development as independent learners. They learn how to use their study time productively and are given opportunities, under supervision and guidance, to put this into practice.
Year 11 students also have Careers classes once a fortnight where they are given opportunities and information about education, training and employment beyond school.
The purpose of our Student Management Policy is to teach students the value of self discipline within the school community. Mutual respect, trust and honesty are at the heart of our expectations.
Parents, students and teachers must all be responsible for maintaining an effective community climate, whereby the rights of individuals and the community are protected and maximised.
Philosophical Basis
The underlying principle of the welfare and discipline policies is that of Restorative Practices which are based on a belief that where harm or wrong has been done, we as a community should look to the re-establishment of effective relationships between the parties. During Year 7 students are introduced to the ideas underpinning this approach during their Skills for Living classes.
The aim of the Peer Support program is to develop friendships between older and younger students and to build a greater sense of community in the school.
All students in Year 9 are trained late in Term 4 to be Peer Support Leaders for the following year. Selected students are then given this responsibility.
The overall objectives of the program are to:
The program commences on Day 1, when Year 10 Peer Support Leaders attend with the new Year 7 students. The formal program continues during Term 1.
There is a strong tradition of student leadership at the college. The College Captain leads a team of students and together they work to make Caroline Chisholm College an even better school.
All students are welcome to participate in the following committees:
| I have the Right… | I have the Responsibility… |
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Students who accept these responsibilities will have made a significant contribution to their own education and will have maximised their opportunities as well as developed fine personal attributes and qualities.
The College will encourage students who demonstrate these standards of behaviours by allowing them more responsibility. It will do this by verbal encouragement and praise, tangible rewards including merit certificates, group rewards, public acknowledgment through displays, demonstrations, communication to parents and in any other way that is appropriate.
This policy stresses student responsibility and accountability. As a result, it will call upon students to account for their behaviour or the quality of their work and expect them to take responsibility when their performance is less than satisfactory. Teachers will challenge students to take responsibility for their own decision making and to accept the consequences of their actions.
The consequences for inappropriate behaviour could include afternoon detentions or Saturday detentions for repeated deliberate failures to meet College expectations. Very serious breaches of the College's rules can result in suspension from classes or from school.
In all matters, there will be communication with parents as we strive to work in partnership.
Preamble
Caroline Chisholm College is a school which actively promotes the wellbeing and safety of our students. The students are encouraged to develop positive relationships with their peers, their teachers and others in the wider community.
We use the principles of restorative justice practices as the basis for maintaining good relationships and encourage all members of our community to demonstrate the Gospel values of respect, tolerance, understanding, reconciliation, compassion and honesty.
The purpose of the anti-bullying policy is to foster a school environment where bullying is not acceptable. It is also to encourage members of our school community to speak out if bullying occurs.
The Aim:
Definition and Types of Bullying
Bullying is a repetitive attack, which causes distress not only at the time of the attack, but also by threat of future attacks. It is characterised by an imbalance of power and can be defined by the impact on the vulnerable person (Griffiths 2001).
Bullying
Bullying can take place in different forms:
Roles and Responsibilities
It is important as a whole school community we all have roles to play that will help minimise the incidents of bullying within our community.
Students should
Parents/Guardians should
Staff
Prevention Strategies
Bullying awareness is embedded in subject-specific curriculums and the welfare programs with aims to reducing the severity and frequency of bullying incidents in the school, in initiatives and areas such as:
If Cyberbullying occurs the following procedures can help reduce the incidents of the bullying:
Intervention/ Consequences
Any reported incidents of bullying are taken seriously and shall be dealt with quickly and appropriately. Any investigations of allegations of bullying will follow the principles of the college and CEDP policies of procedural fairness. If a student is found guilty of bullying behaviour the consequences will depend on both the results of the investigation and the severity of the incident. Consequences may include, but are not limited to, mediation, a parent conference, detentions, counselling, suspension or expulsion.
Low level Bullying
Thoughtless, periodic teasing, name calling and/ or exclusion
Possible Actions
Intermediate Level Bullying
Victim is subjected to systematic and hurtful harassment. May include cruel teasing, continual exclusion, threats, mild physical abuse e.g. nudging or bumping
Actions
Severe Bullying
Harassment is cruel and intense over an extended period. It can involve physical assaults but can be equally distressing when it involves unremitting verbal abuse over a long period of time.
Actions
In a period of rapid educational change, Caroline Chisholm College continues to develop and provide contemporary, relevant, interesting and challenging learning experiences for its students.
Students study subjects across 8 Key Learning Areas. In Years 7 and 8, all students will study the following:
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Religious Education, English, History and Geography are studied as an integrated course in Year 7 called Connected Learning (CoLe). This integrated learning structure is designed to provide learning experiences which connect the subject content of these areas enabling deeper understanding and enable core learning skills to be well embedded. Many of the subjects are taught in the pedagogical style of Project Based Learning which allows students to solve and answer real world problems, empowering students to think critically and work collaboratively.
In addition to the mandatory studies in Music, private tuition is also available at the school, within school hours, for those students who wish to further their music education, by learning an instrument. Students joining this program are taken out of class for one half an hour lesson each week. It is the student's responsibility to find out any work which may have been missed in class and to complete this work. Failure to do this means withdrawal from the program. These lessons are to be paid for by the student's parents at the rate decided upon by the tutor. Lessons are currently available on piano, violin, guitar and voice. The school has some instruments for hire, but there may be a waiting list for school instruments.
The electives offered in Years 9 - 12 are listed on our website. A Subject Selection Handbook is prepared each year to assist students entering Years 9 and 11 choose their subjects.
All students at Caroline Chisholm College study a course in Religious Education from Year 7 to Year 12. In Years 7 to 10 this is based on the Parramatta Diocesan program 'Sharing Our Story'. Students in Years 11 and 12 can continue to study this course or can choose to study the course 'Studies of Religion' developed by the Board of Studies.
Formal study is but one aspect of the religious education provided by the College. Within each subject, Christian values are integrated into the curriculum and students are encouraged to demonstrate these values in their lives.
Prayer
At the heart of the College is the provision of opportunities for students to grow in their faith and develop their relationship with God through prayer. Each day commences with prayer in the student's Homeroom and there may be other occasions throughout the day when students are invited to pray. The Angelus is prayed in the middle of the day and the school day concludes with prayer. Liturgies are also celebrated in the Chapel and Padre Pio Church. We also focus on the Rosary in May.
Liturgies
Liturgies are celebrated throughout the year on occasions such as Ash Wednesday, Caroline Chisholm Day, Holy Week, Pentecost and All Saints Day. These are generally shown in the College Calendar. Specific details are provided in the College Newsletter prior to the liturgy.
The Sacraments
Eucharist: The College comes together as a community to celebrate Mass on the occasion of the Opening of the school year, the commissioning of school leaders and the end of the school year.
Reconciliation: Students have the opportunity to attend First Rite Reconciliation during Lent and Advent each year. In addition, where applicable to units of study for certain years and depending on availability of Priests, reconciliation and the Eucharist are celebrated.
Reflection Days
Year 7 students participate in a three day orientation camp which integrates faith development and allows time for reflection on their growth in interpersonal relationships, belonging to a college community and their relationship with God.
Retreat Program
Senior students are orientated into their senior years through a Reflection Day centring on God’s gifts to them as individuals. Then, as an introduction to their final year, they participate in a three day retreat in Term 4 which draws on the spiritual dimension of their every day lives and offers a chance to deepen their awareness of their strength as persons in relationship with a caring God. Year 12 students also participate in a reflection day focusing on how they can be ‘gift to God’.
Caroline Chisholm College realises the importance of recognising and developing the individual talents and strengths of each girl. For this reason, many opportunities are provided for involvement in a variety of activities. These include:
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It is to be hoped that all students are able to involve themselves in activities that develop their own potential and enhance our sense of community.
Participation in these activities is acknowledged in a variety of ways including the semester report, newsletters and assemblies.
Student achievement in curricular and co-curricular activities is acknowledged through a merit system, explained later in this booklet.
A separate assessment policy will be available electronically at the beginning of the year.
Social justice initiatives at Caroline Chisholm College focus on changing unjust situations through education, fundraising, advocacy and action.
Our charism at Caroline Chisholm College is grounded in the Scripture passage from Matthew’s gospel ‘I was a stranger and you welcomed me.’ Matthew 25:35.
At Caroline Chisholm College we place a strong emphasis on being Christ in the world today. We do this through emulating the works of Caroline Chisholm. Our entire social justice program is named after her, Caroline’s Footsteps and staff and students are actively involved.
Caroline's Footsteps Program
There are many opportunities for our students to follow in the footsteps of our College Patron, Caroline Chisholm and so be of service to others. These include:
Assessment handbooks and calendars are available electronically on the College Website. All students are familiarised with the assessment handbook and calendar at the start of the school year outlining all of their formal assessment tasks.
The aim of the BYOD program is to give your daughter the option to use a device she is comfortable with and use it as a tool to give her more ownership over her learning. It will equip her with the ability to produce quality learning tasks using creativity and imagination, in ways previously inconceivable.
Please see http://byod.carolinechisholm.nsw.edu.au for more detailed information.
In order for students to work to their capacity and gain from the breadth of educational experiences, it is important that they develop and adhere to a regular daily attendance pattern.
In addition, regular attendance at school is a requirement of the Board of Studies in order for students to be eligible for a Record of School Achievement and the Higher School Certificate.
All term dates need to be adhered to and parents are asked not to make out of school appointments for their daughters during the school day, sports carnivals or other special occasions.
If your daughter is away from school, please send a note for the Roll (a legal document) upon her return.
Notes should be dated and signed and written on standard writing paper by the parents. Notes written by students and signed by parents are not acceptable. Students who are absent and from whom no information has been received will have a text message sent as a check that the parent or carer is aware of the absence. A text response to this message from the parent or carer's phone is considered a written notification and does not have to be followed up with a note.
If a student is to leave school before dismissal time, a note giving permission must be brought to school and signed by the Homeroom Teacher. Students who leave school early must wait at the office for the appropriate adult. At the time of leaving, the student must be officially signed out by the parent and one of the office staff.
Late arrivals, after the commencement of Homeroom, must report to the College office prior to going to class and have a note explaining this. Late arrivals will count as a partial absence.
Leave of absence for reasons other than illness needs to be approved at least 4 weeks prior to the absence by the Principal. Requests should be made in writing and should only be made in exceptional circumstances. Please consider your daughter’s assessment schedule before requesting leave during term time. The form for this request can be found on the college website.
Precautions and supervision are undertaken to prevent these as far as possible. Serious accidents are recorded at the school. In such cases you are also notified or your emergency contact number is rung. If time does not permit, the Principal assumes responsibility and seeks medical or hospital treatment immediately. It is essential that contact numbers for parents/carers are current and that the College is informed promptly of any change.
Parents are encouraged to contact staff regarding any issues of concern. Parents are asked to ring the college to make an appointment for interviews.
The school day commences at 8:23 am and concludes at 2:40 pm. The first afternoon buses leave at 2:50 pm. Lesson times are published in the College Diary.
Students may not enter the buildings before 8:05 am or during the breaks except in the event of poor weather or to use the toilets or the library or the office.
Students who qualify for free travel need to apply online for School Opal Cards. Full details can be found on the site. The college verifies applications but the passes are sent directly to students. Opal cards are designed to last around five years. Students will only need to reapply if they change school or address or lose a card. Students who live too close to school to qualify for free travel can catch school buses but must pay for the trip. A cheaper option is the purchase of a term pass from the bus company. Students are expected to comply with college expectations and those of the transport authorities when travelling to and from school.
Bus Prefects are appointed to monitor students' behaviour on the buses. All students are expected to behave in a courteous and responsible manner at all times.
Most students rely on Busways or Blue Mountain Bus Company. for transport to and from our College. The College is issued with bus timetables at the commencement of the College year. The timetables are also available on the bus company's websites.
https://www.busways.com.au/region/blacktown
www.bmbc.com.au
If parents have difficulty with either bus company, the College will pass on the complaint. However, parents are advised that most difficulties are best dealt with by contacting the bus company directly. (Busways Phone: 4721 9900 / Blue Mountains Bus Company Phone: 4751 1077)
A College calendar with significant dates will be provided at the beginning of the year.
Year 10 students participate in a three day study camp where they focus on and develop skills of leadership and study. This is timed to coincide with the commencement of their senior studies which we recognise as starting in Year 10. The students have opportunities to reflect on personal commitment and goal-setting as well as getting practical advice on study and undertaking senior study. The camp is also an opportunity to cement friendship bonds with the cohort they will be together with for the next three years.
Year 7 students participate in a three day orientation camp which integrates faith development and allows time for reflection on their growth in interpersonal relationships, belonging to a college community and their relationship with God.
It also includes ‘getting to know you' activities and community building activities. This will be held in Term 1.
The canteen is operated by the College. The emphasis is on provision of a variety of healthy food. The canteen is open before school, at recess and at lunch. The assistance of parents in the canteen is essential to its operation and any help you can provide is greatly appreciated.
Academic Achievement Awards
This award is presented to students who have achieved an 'A' Grade in both semesters for a particular course.
A different process is used by Creative Arts and HSIE for semesterized subjects. However, the number of awards will be similar to those awarded by other KLAs.
Principal's Awards
This award is given to students who demonstrate consistent effort across all courses throughout the Semester. This is measured and reported on in the personal profile section of the report, which provides feedback on whether a student has shown an ability to:
manage her own learning;
take opportunities to extend her learning;
relate to other students to enhance learning.
The Principal determines who receives this award during the signing of reports.
Outstanding Student Awards
This award is presented to up to 6 students in each year group.
This award is given to students who have achieved outstanding results across all subject areas and who have made a significant contribution to the life of the college.
The Year Leader determines who receives this award after consultation with the:
Homeroom Teachers
Subject Teachers
Assistant Principal (Learning)
Assistant Principal (Pastoral)
Principal
Gold Awards (see below)
First in Course
This award is presented to the student who is ranked first in the formal assessment tasks for the year. Students may be awarded equal first.
Academic Achievement Awards
Year 10 - This award is presented to students who are placed in the top 5% of students in a course in formal assessment tasks.
Years 11 and 12 - This award is presented to students who are placed in the top 10% of students in a course in formal assessment tasks.
Principal's Awards
This award is given to students who demonstrate consistent effort across all courses throughout the Semester. This is measured and reported on in the personal profile section of the report, which provides feedback on whether a student has shown an ability to:
manage her own learning;
take opportunities to extend her learning;
relate to other students to enhance learning.
The Principal determines who receives this award during the reading and signing of reports.
Outstanding Student Awards
This award is presented to up to 6 students in each year group.
This award is given to students who have achieved outstanding results across all subject areas and who have made a significant contribution to the life of the college.
The Year Leader determines who receives this award after consultation with the:
Homeroom Teachers
Subject Teachers
Assistant Principal (Learning)
Assistant Principal (Pastoral)
Principal
Gold Awards
Gold Awards are given to students to recognize their contributions to the college community. Gold Awards recognize Service Activities and Merit Awards.
Service Activities
Service Activities are voluntary and require commitment of time and energy outside of school time. Service Awards are given to students who generously contribute to the development of the College community by contributing a significant amount of their time in areas such as:
Participation in Open Night activities
Assisting regularly in home room e.g. as a class leader
Helping at information sessions
Organising social justice activities
Flag raising, assisting with the canteen
Reading for other students
Peer support leader
When students complete a Service Activity, the teacher responsible for the activity enters this into Compass. It is the student’s responsibility to check that the teacher has accurately recorded the service activity.
Merit Awards
The Merit Award Scheme aims to encourage students to achieve their personal best in all areas of college life. The Scheme aims to encourage students to commit to their learning and strive for personal growth and excellence.
Merits are awarded by class teachers to students who:
Consistently produce high quality work
Submit a particular task of high quality
Achieve good results in assessment tasks
Seek and apply feedback in order to improve
Peer mentoring and leadership in the classroom
Other areas identified by the particular KLA.
When teachers enter these into Compass students will receive an email noting why they have been given a Merit Award. Students are able to see a summary of their Merit Awards on their Compass homepage.
As Merit Awards accumulate, the following certificates are given in years 7-10:
6 Merits - 'Certificate of Excellence' is emailed to students
12 Merits - 'Bronze Award' - a printed certificate is given to students
24 Merits - 'Silver Award' - a printed certificate is given to students.
As Merit Awards accumulate, the following certificates are given in years 11-12:
5 Merits - 'Certificate of Excellence' is emailed to students
10 Merits - 'Bronze Award' - a printed certificate is given to students
20 Merits - 'Silver Award' - a printed certificate is given to students.
To achieve a Gold Award, students must meet the following criteria:
* Year 11 and 12 have 3 teaching terms
Participation
Students are encouraged to participate in a range of activities offered by the college. Participation in activities is noted on a student's report, but does not contribute to the Gold Award. Participation in sporting activities, debating, public speaking, college committees, STEM initiatives, college liturgies, dance ensembles, choir and band are just a few of the activities that students may choose to participate in. These activities enrich school life and students are encouraged to seek opportunities to involve themselves in these activities. When students complete a 'Participation Activity', the teacher responsible for the activity enters this into Compass. It is the student's responsibility to check that the teacher has accurately recorded the 'participation activity'.
At the start of the school year each girl is issued with a homework diary. This daily planner of work is to be kept in perfect condition and only to be used for the purpose of recording homework/exams, dates of school events, important school messages and reminders. It is not a personal diary.
Each girl is expected to use her diary appropriately and follow the guidelines published in the front of the diary. Students who damage or graffiti their diaries will be expected to replace them at a cost.
Parents are to sign the diary each week and monitor homework completion. Please do not accept the statement that there is no homework. Together, parents and teachers can assist in making learning both a productive and pleasant experience.
Excursions are an important aspect of the learning process. They provide opportunities for learning not available through other means. While recognising the potential benefits of educational excursions, we also recognise that such activities may interrupt normal learning routines of students (including those remaining at school whose teachers are on an excursions) and in a number of cases, put additional financial pressures on parents.
As a general rule, each subject can only organise one excursion per stage (two years). We also try to spread excursions for a particular year group. Most excursions are organised for the following year, at the same time as the units of work are planned. There are occasional exceptions, such as where some performance was not known about beforehand but it is felt that it is beneficial for the girls' education. The main practical aspect that parents and students need to be aware of is that the costs for these excursions are averaged throughout the year and are shown on the school fee account. Because of the averaging of the costs, no refund will be made when an individual student is unable to attend a particular excursion.
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School fees are set by the Catholic Education Diocese of Parramatta (CEDP) and are charged over the first three terms of the school year. A sliding scale applies on these fees if a family has older children attending Catholic schools. There are additional College charges separate to these fees which cover other expenses.
Accounts will be issued at the beginning of the first three terms detailing all charges and should generally be paid in full within thirty days. Overdue accounts are referred to the CEDP for debt collection.
Reductions will be granted in cases of genuine hardship. Any family experiencing financial difficulties should contact the Principal for confidential discussions. In order to make arrangements, appropriate documentation will need to be provided to support request. Discussions about fees will not take place with students.
The Diocesan Policy which has been read and accepted by parents prior to enrolment is printed below:
The system of schools within the Diocese of Parramatta is a non-profit organisation and as such acceptance of enrolment into a Catholic School of the Diocese ordinarily involves a responsibility and commitment to pay School Fees as they fall due for payment.
Except where specifically noted, in interpretation of the following, the words 'school fees' and 'fees' should be taken to include Diocesan School Fees, Diocesan Family Building Levy and any other fees or charges as advised by the school from time to time.
Students are invited to participate in various fundraising ventures authorised by the college during the school year. These are monitored carefully so as not to place financial pressure on families. The focus is on a community appeal or charity. All students are asked to actively participate in whole school fundraising appeals. In addition, each house has responsibility for raising funds for and awareness of a designated charitable cause.
Any student wishing to conduct fundraising activities for causes outside school needs to request permission from the Principal in writing.
The chewing of gum within the college grounds is prohibited. There are serious consequences including spending time doing community service to remove gum from surfaces.
Rationale
Home learning is a part of school life. It aids learning and requires a partnership between parents and teachers. The following statement is important in developing this partnership to advance a young person's learning.
Statement
Teachers at Caroline Chisholm may set home learning activities for students across all year levels. The home learning will be purposeful, linked to class learning, achievable, differentiated and engaging. Teachers will follow up to see if homework has been completed or if the home learning requires clarification or further development.
Home learning should be:
When completing home learning activities, students should endeavour to complete tasks and should persist with difficult problems. Students should seek support and clarification from their teachers when they are unable to complete home learning tasks.
The following times are a guide to the amount of homework students should complete:
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Years 7-8 |
Approximately 1/2 hour per night |
| Years 9-10 | Up to 1 hour per night |
| Years 11-12 | Sufficient time for completion of assigned tasks, assessment tasks and regular review of course content and skills |
Procedures
In secondary school, students must learn how to balance their time after school hours between homework, sport, part-time work and cultural commitments, family life, friends and other social activities. Students should record all homework in their diary or google calendar. If a student is experiencing difficulties fulfilling homework requirements, they should be encouraged to speak to their class teacher before the work is due and make appropriate arrangements. If there are any concerns, parents are encouraged to contact the relevant subject teacher in the first instance.
All students are allocated to one of six houses. Students earn points for their house through participation in a variety of activities. The houses are named after famous Australian women.
Dame Mary GILMORE (1865 - 1962)
Poet, author, journalist and teacher. She was the first woman member of the Australian Workers' Union. She wrote for local newspapers, edited the women's page of the Australian Workers (1908-1931) and campaigned vigorously on behalf of Aborigines, old age and invalid pensioners, maternity allowances, child health centres, the rights of illegitimate and adopted children and other welfare causes.
GILMORE - RED.
Marjorie JACKSON (1931 - )
Born in Lithgow, was an outstanding athlete who won 2 Olympic Gold medals in the 1952 Helsinki Summer Olympic games for both the Women's 100 and 200 metre sprints. She was the Governor of South Australia from 2001 until 31st July, 2007 when she relinquished office. She founded the Peter Nelson Leukemia Foundation.
JACKSON – ORANGE.
Elizabeth KENNY (1886 - 1952)
Nurse. Developed the 'Kenny Method' of treating polio, while nursing in Queensland. Her method achieved a breakthrough in fighting the disease but she had to fight the medical profession to have her method recognised. Finally it was recognised and she set up clinics in America and Australia.
KENNY - GOLD.
Elizabeth MACARTHUR (1776 - 1850)
The mother of five sons and four daughters. John Macarthur, her husband, received a grant of land at Parramatta, which he named Elizabeth Farm. When Macarthur was absent from the colony between 1801 - 1805 and 1809 - 1817, Elizabeth controlled the farming operations of the Merino sheep breeding industry and made many improvements. Without her, this industry would probably have failed and Australia would have been deprived of a vital means of national wealth.
MACARTHUR - BLUE.
Mary MACKILLOP (1842 – 1909)
Australia's first saint. She had a passion for educating the poor and opened Australia's first Catholic school. Mary MacKillop founded the Order of St Joseph whose members continue to work for social justice.
MACKILLOP – PURPLE.
Judith WRIGHT (1915 - 2000)
Long recognised as one of Australia's leading poets. An active participant in the Australian Conservation Foundation and President of the Queensland Wildlife Preservation Society. She has written poetry on many subjects including the effects of the European invasion on Aborigines and the land.
WRIGHT - GREEN.
If a student reports sick to her teacher she will be sent to the Sick Bay to report to a member of the Office Staff. Sick Bay is only used for students in transit to home. A parent/carer will be notified by a member of staff and asked to collect their sick daughter. Students are not permitted to phone parents themselves to collect them. For this reason, we ask that you please ensure that all phone numbers including emergency numbers are kept up to date.
Priority is given to the development of students' leadership skills in a variety of ways. The Student Leadership Council has representatives from Years 8 to 12. Each homeroom has a Class Leader. Bus Prefects are appointed to monitor behaviour travelling to and from school. Students can also develop leadership skills through their involvement in Peer Support, Peer Mentoring or as a Reading Tutor.
The Library is an important part of the College. Its collection enhances the curriculum and provides recreational reading for students and staff. Its role in the use of technology as an information source is also of significance.
All Year 7 students are given Library orientation lessons at the beginning of the year in conjunction with subjects being studied, usually in Connected Learning or Skills for Living and then have regular classes in the Library throughout the year. This is aimed at assisting them to develop their information gathering skills.
Students may borrow two non-fiction books for one week and two fiction books for two weeks. The library is open to students before school and at Recess and Lunch time and after school each day till 4 pm.
If text books are issued for an extended period, they are borrowed through the library.
The College cannot accept responsibility for administering medication. If students are taking medication during the College day, parents need to inform the College in writing. The medication should be lodged at the office for safekeeping.
These now can be used for learning purposes with the approval of the teacher. Mobile phones may be used outside the buildings before and after school or during recess and lunch. If a student uses a mobile during class for personal purposes they will be given a consequence by the teacher similar to any use of equipment not appropriate to the lesson. Inappropriate use of a mobile phone includes having the phone set to 'silent' or using it for text messages during lesson time.
Money or other valuables should be left at home where possible. Items may be left in the office for safe keeping during the day.
Students with fully completed payment envelopes are asked to hand them in at the College office as soon as they arrive at school.
The College will not take responsibility for money or valuables stored in lockers.
The College Newsletter is available on the College website www.carolinechisholm.nsw.edu.au and is emailed to families. It is usually published each fortnight on a Tuesday.
It is important that students and parents read the newsletter as it is a major means of communication between school and home, with reminders of upcoming events.
Notes are required in the following instances:
Absences from school and late arrival to school
These are to be written and signed by the parent, indicating the day/date of absence and giving the reason for absence. The notes are to be returned to the roll teacher on the day following the student's absence. Roll requirements are that parents or carers have seven days in which to explain an absence. If this does not happen the student's roll is marked A for unexplained or unjustified absence. The College monitors and requests explanations for absence patterns which cause concern. A parent reply with explanation to an SMS text from the college notifying a student's absence is considered a written explanation.
Lateness
Students who do not arrive in class by the bell at 8.23 am must report to the front office where they will be issued with a late pass. Their name and time of arrival will be noted, and this pass will be given to their first period teacher for that day. A record of late arrivals is noted on the Semester Report as a partial absence. A note from parents to cover this is required.
Leave
Parents requesting leave for their daughters are required under NSW law to complete an Application for Exemption from Attendance at School form which can be found on the college website. This will require the principal’s approval and should be submitted at least 4 weeks prior to the commencement of the leave. Please consider your daughter's assessment schedule prior to making any arrangements for extended leave.
Parents play a vital role in the College. As parents are the primary educators of their children the College sees its role as supporting parents and seeking avenues for productive involvement. Parent information evenings and parent/teacher/student nights are important means of communication and attendance at these by at least one parent is expected.
Parents are encouraged to assist the College community in various ways including fundraising, Parent Information/Education Evenings, Parent Forums, organisation of Welcoming Barbecue and other social events.
Parents are also encouraged to contact the relevant Year Leader or classroom teacher if they have any concern about their daughter's progress or wellbeing.
These are held in early Term 2 for Years 11 and 12 and late Term 2 for Years 7 to 10. Parents will be notified when interviews are to be held. Bookings for teacher meetings are done on line. An email invitation to book will be sent to parents. It is vitally important that parents attend to meet their daughter's teachers and to discuss her progress at this time. Students are expected to attend in uniform with their parents for these meetings. Further opportunities are provided in Term 4.
The following payment methods are available:
One of the ways we support reading is by enrolling all students in Years 7 and 8 in the NSW Premier's Reading Challenge, in the hope that they will all reach, if not exceed, the target of twenty (20) completed books in the twelve months the Challenge runs (usually beginning in September).
Your daughter is required to keep a reading record during the challenge and we urge her to start it now, if she hasn't already done so. We have approached teacher librarians in our feeder Catholic primary schools and they have titles on their shelves which feature on both the Year 6 & Year 7 lists.
Full details are available at www.schools.nsw.edu.au/premiersreadingchallenge
Communication between teachers and parents is of paramount importance.
Formal Semester Reports are in booklet form with each subject having an individual page. They are issued at the end of Terms 2 and 4. Parents have the opportunity to meet with teachers after these reports are issued.
Should any concerns be raised about a student's progress prior to scheduled parent/teacher/student meetings, parents will be contacted.
During the school year students have the opportunity to attend some activities organised by the Year Team, including some with St Dominic's College. Parents and students are informed of these in writing well ahead of time.
These take place throughout the year. This day is a 'Pupil Free day' on which college staff are involved in professional learning programs. Arrangements can generally be made for student supervision at school on the day if requested by parents.
All incoming Year 7 students will be issued with a stationery kit as paid for in the Confirmation of Enrolment fee. This will be issued in the Term prior to their start at the College. This kit will provide the stationery items needed by students across all subject areas in Year 7.
Students in Years 8 - 12 are given advice regarding stationery requirements at the beginning of the year by individual subject teachers.
Parents wishing to terminate their daughter's enrolment must make contact with the Principal personally or in writing. Verbal advice from a student to staff cannot be regarded as official termination of enrolment. In general, a term's notice should be given. If this is not done, a term's fees will be charged in lieu of notice.
All leaving students must complete a 'Student Leaving' form. This is to ensure that all obligations in various areas are met. The form is issued to the student to have signed by all her teachers and other appropriate staff. It must be validated by both the Principal and parent's/carer's signatures. Prior to leaving, the student and her parents will meet with the Year Leader and/or Principal to formalise the departure.
Students who qualify for free travel need to apply online for School Opal Cards. Full details can be found on the site.
The college verifies applications but the passes are sent directly to students. Opal cards are designed to last around five years. Students will only need to reapply if they change school or address or lose a card. Students who live too close to school to qualify for free travel can catch school buses but must pay for the trip.
A cheaper option is the purchase of a term pass from the bus company. Students are expected to comply with college expectations and those of the transport authorities when travelling to and from school. This includes students who drive to school and park in the college grounds. Parents are asked to comply with road signs when dropping off and picking up their daughters within the college grounds.
Pedestrian gates are not to be used as pick up points. For safety reasons, parents' cars may not enter the College grounds between 7:45am and 8:30am and 2:00pm and 3:00pm. Furthermore, there is no exit from the eastern car park between 2:00pm and 3:00pm.
As members of this community all students are expected to wear this uniform with pride and to groom themselves appropriately. Proper wearing of the college uniform is a strong expectation of the college community which parents and students agree to on enrolling at the college. If there is ever a valid reason for a student not being in full uniform, that must be communicated to the relevant Year Leader in writing by the parent or carer.
Parents are asked to support the College in the maintenance of high uniform standards and to ensure that their daughters meet all uniform expectations.
COLLEGE UNIFORM YEARS 7 - 9
ACCESSORIES YEARS 7 - 9
COLLEGE UNIFORM YEARS 10 - 12
ACCESSORIES YEARS 10 - 12
This is only to be worn to and from school on Wednesday. If full sport uniform is not available, normal uniform is to be worn. Students with PDPHE practical lessons on days other than Wednesday need to wear normal uniform to and from school and change for sport.
As all students are expected to wear full correct school uniform every day, parents are asked to write a note at any time their daughter does not satisfy requirements. It would be expected that this would be an extremely rare occurrence and would not exceed one day.
On Wednesday, if a student is not able to wear the complete correct sports uniform, she should wear the normal school uniform to school and bring other clothing to wear during sport.
The following guidelines are to be adhered to by students if they do not have to wear school uniform to a school activity or event. These would include activities such as social events (such as discos and dances), mufti days at school, camps and a few excursions. Some social events are completely optional for students to attend. If students are not prepared to abide by these guidelines, they should not attend the optional event, as they will be asked to go home or amend their dress. For a mufti day at school, school uniform is always an option and students should wear that rather than wear clothing which breaches these guidelines.
These guidelines reflect that fact that some items of clothing considered appropriate for social wear by some students and parents are not necessarily appropriate for a school event.
Some details of non-uniform clothing will vary according to the type of activity. Students will be advised where this is the case. In the absence of specific information from the teacher responsible for the activity, the following guidelines will apply:
Our general expectation is that all clothing (including dresses, shorts and tops), accessories (such as jewellery) and footwear should be modest, safe and appropriate to the activity or event.
The following guidelines provide some guidance but are not an exhaustive checklist:\
Most importantly, if a student has any doubt about the suitability or appropriateness of clothing for an activity, it is her responsibility to check with an organising teacher prior to the event. The college reserves the right to make the final decision about the suitability of an item of clothing at the event or function, so students are advised not to take a chance if they think their clothing may not comply with the guidelines.
Students will not be allowed to attend or take part in a non-uniform activity or event if they are inappropriately dressed. They will be asked to change their clothing or go home. If they cannot go straight home, they will sit in a place where they will not be able to take part in the activity.
