Philosophy and Introduction

2.1 Philosophy 2.2 Educational Philosophy 2.3 Home/College Relationships 2.4 Academic Welfare 2.5 Soaring Model 2.6 Bullying Prevention and Management2.7 Child Protection 2.8 Chaplaincy and Counselling 2.9 Leadership and Service 2.10 College Community Code of Conduct 2.11 Grievances Policy (Community) 2.12 Grievances Policy (Students) 2.13 Respectful Acceptance of Multi-faith and Cultural Practices 2.14 Privacy Policy 2.15 Enrolment Policy

2.1 Philosophy

We aim to develop well-balanced real-world ready students by providing a stimulating, positive and interconnected learning environment that supports their development and improves their learning experience and outcomes.

To ensure the diverse needs of our students are met, JPC provides a continuum of learning from Kindergarten to Year Twelve:

• Primary School (Kindergarten to Year Six)
• Secondary School (Years Seven to Twelve).

Our College community grows in a Christian Ecumenical faith-based environment where the Christian Ecumenical faith is foundational, where our values are embraced, where mutual respect offers a hand that reaches out and welcomes all cultures and faiths, and where the potential for our students is unlimited.

2.2 Educational Philosophy

Primary

At JPC, we value a student-centred approach to learning with a focus on learning how to learn. Our goal is to consistently place inquiry, exploration, discovery, creativity and innovation at the centre of all learning at JPC.

The Australian Curriculum is embraced in a way that intentionally enhances learning experiences. New content is introduced to students through transdisciplinary units of inquiry, providing authentic contexts to develop conceptual understandings and construct meaning about the world around them.

The concept of learning has shifted increasingly due to the scale of change in the world. The traditional model of education, born in the industrial age with a one-size-fits-all approach, no longer meets the needs of our knowledge economy. Along with increasing globalisation and advances in technology, JPC advocates for a contemporary and innovative educational approach that extends beyond the accumulation of knowledge to develop the skills required to be innovators, change agents, entrepreneurs and design thinkers.

While the inquiry is the leading pedagogy, we acknowledge that other approaches to teaching and learning need to be implemented. The inclusion of explicit teaching through a gradual release of responsibility model is required to ensure students receive structured instruction. Students' engagement in their learning is optimised when the purpose of education is intentionally shared. This is expressed through learning intentions that describe what the learner should know, understand, and do. Learning intentions are used as the basis for tracking student progress, providing feedback and assessing achievement. The creation of success criteria helps to determine whether and how well learners have met the learning intentions.

Primary School is driven by the belief that every child is capable of successful learning. Building and maintaining positive relationships between staff, students and parents are of high priority. There is a strong culture of mutual respect, trust and support among teachers, school leaders, students and parents. Through these relationships, our students thrive in a learning community that fosters a sense of belonging and inclusivity.

JPC was the first school in Queensland to introduce the Primary Years Programme (PYP) of the International Baccalaureate (IB), which focuses on developing the whole child, combining intellectual rigour and high academic standards with creativity and innovation.

The PYP has been chosen as the curriculum framework at JPC because of its focus on high quality, challenging, international education that seeks to provide all students with an enriching school experience. The Primary School has developed a curriculum that maximises the use of the PYP framework, is aligned with the Australian Curriculum and draws upon international research-based practice to provide further rigour and detail.

Secondary

We are what we repeatedly do. Excellence, therefore, is not an act but a habit. Aristotle

This vision of anywhere, anytime learning is realised by creating a connected learning community that provides access to personalised information, services, communication, and opportunities for all JPC stakeholders. Learning is at the heart of this community, and all students and teachers have access to the tools and the information to support learning today and for a lifetime.

Horizons are forever expanding in our borderless world where the 21^st-century learner is now a global participant.

Young people must be prepared to meet this technologically linked global community's demands of their personal and working life. To succeed, students need to update their learning skills continually. Flexibility, adaptivity, creativity, autonomy and above all, the ability to communicate effectively and in the media of their time, are fundamental skills that each must acquire.

JPC recognises that young people have their own skill sets, aptitudes, aspirations and prior knowledge. These individual needs and qualities require careful assessment if the student's interests are to be met and their learning opportunities maximised as they navigate the diverse yet flexible curriculum pathways on offer at the College.

JPC's commitment to offering students a continuous learning environment requires that teachers combine contemporary teaching practices with the finest technological opportunities available. This modern learning environment seeks to meet the individual needs of a new style of learner while allowing them to continually develop competencies within an information-rich, multi-layered, continuous learning environment that requires the use of tools such as digital devices, online databases, and a host of software.

Having access to information that provides a comprehensive picture of how a student learns and his or her learning profile, enables the teacher to provide a rigorous and challenging program that is personalised where appropriate. The student learning profile is developed through a commitment to online, continuous communication. Parents, teachers and students all form part of this three-way collaboration process to ensure all learners are provided with the opportunities to achieve personal standards of excellence, thus creating a genuine learning community.

2.3 Home/College Relationships

At JPC we recognise the necessity of close partnerships between the home and College to ensure the best possible outcomes for students. We actively seek ways to enhance student learning and wellbeing by partnering with parents and families, who recognise they play an integral role in their children's education.

We strongly encourage parents to become involved in their children's academic, social and personal development and we welcome your support in the classroom.

We believe that communication is the key to developing trusting relationships with parents and families. At the heart of these relationships, is a shared understanding of the College's values and we seek parent support in maintaining the standards of behaviour and performance expected. It is vitally important that the values espoused by the home and the College are in harmony, and that parents are seen to support the College in maintaining the reasonable standards of behaviour and performance expected.

These expectations are outlined in Our College Values and Expectations, which requires a consistent approach from all stakeholders. Our College Values and Expectations apply to all aspects of communication within our community, not just the physical environment.

Social Media Policy

Substance Misuse Policy

We urge parents to consider seriously their position on this matter so that the College can be assured of their full support and co-operation in maintaining a positive educational environment.

2.4 Academic Welfare

Academic Welfare is developed through a sequenced K - 12 Academic Welfare Program. Our traditional values of Mutual Respect, Integrity, Compassion and Excellence and our SOARING model of Positive Education are reflected in a whole-College approach to ensure student wellbeing. At JPC, we know that they need to feel safe, valued, supported, and happy to achieve our students academic potential. Our priorities include: a welcoming and inclusive classroom climate relationships that are positive, caring and respectful clear values establishing behavioural and social expectations a whole College delivery of wellbeing.

Academic Welfare considers all of the aspects that combined underpin student wellbeing. This program's two critical aspects are Pastoral Care and Social and Emotional Learning (SEL or Wellbeing curriculum). SEL lessons link directly to the ACARA Personal and Social Capabilities. This learning is essential for students to navigate friendships, build resilience, practise social skills and develop social values. Classroom teachers will communicate what is learned in class news and updates under the sub-heading of Academic Welfare. These lessons will include managing emotions, bouncing back and building resilience, and understanding the value of humour, gratitude, and relationships.

We know the importance of providing a caring and safe environment and balancing care and order. In Primary School, the Pastoral Care teacher or Academic Welfare teacher is the classroom teacher, and they make strong personal connections with each student.

In Secondary School, we have Academic Mentors and Heads of Year to support students. Academic Mentors build meaningful and lasting relationships to support student development and learning, both in and out of the classroom, and the Heads of Year oversee programs and support students, staff and the community.

We use student data, both academic and well-being, to get a clear and full picture of each student in our care to facilitate their learning best and support them.

At JPC, academic welfare, well-being and mentoring go hand-in-hand to ensure that each and every student is supported through their learning journey.

Primary

We provide clear and consistent expectations for behaviour in our JPC Behaviour Plan.

The JPC Behaviour Plan provides a levelled system for behaviour management with consequences for inappropriate behaviour.

Levels 1 - 3 include verbal and visual warnings and time out in the classroom or playground setting, allowing time and space for the student to 'reset' their behaviour choices. Restorative justice and Community Service may be used after a timeout in the classroom and include a verbal or written apology, picking up rubbish for part of the break, tidying up the room/port racks or doing a helpful job for someone impacted by the behaviour. There are no formal detentions in the Primary School. However, students might reflect with their teacher for part of their play or practice the correct behaviour as a behaviour consequence.

Level 4 includes timeout in a buddy classroom to complete a reflection in isolation after previous behaviour continues and disrupts the learning of the class and the teacher from teaching. The 'buddy' teacher maintains supervision. The consequence may include restorative justice or Community Service. The teacher observing the behaviour will contact the student's parents or guardians to describe the behaviour and explain the strategies used and how the parents can support at home. Where difficulties have become significant, the Dean of Academic Welfare will support the teacher and a Behaviour Influence Card may be used.

Level 5 is for more serious behaviours or continued behaviour from previous levels. The Dean of Academic Welfare will meet with the student considering their age, behaviour history, and student needs, discuss the behaviour, and contact the student's parents or guardians about the behaviour and consequences. A Behaviour Influence Card may be used.

An internal suspension may be required for severe breaches of College policy. Suspension is at the discretion of the Deputy Principal - Head of Primary in consultation with the Dean of Academic Welfare's recommendation. Discussion regarding ongoing enrolment may also be necessary if a student's behaviour is seriously or wilfully contravening student expectations and is not responding to the above processes.

2.5 SOARING

SOARING is JPC's model of Positive Education.

In the past two decades, research has intensified about contributing to a flourishing life, such as feeling well and achieving well. It's called Positive Psychology. This was heavily supported and widely broadcast by Professor Martin Seligman and his colleagues. The understanding generated from this research has been gradually filtered into an increasing number of schools known as Positive Education. SOARING is JPC's model of Positive Education; we chose the image of a tree to show how we can all 'grow' our wellbeing, that it is an ongoing process, and that, like with everything, cultivation and effort over time is so important. SOARING is an acronym for six areas or elements of wellbeing. They appear at the top of the SOARING tree. Character strengths are those gifts we all possess in varying amounts. Practising these appropriately support our wellbeing and that of all those around us, much in the same way a trunk supports the canopy of a tree. They appear in the trunk of the SOARING tree. The SOARING model is embedded into our Academic Welfare Program and is consistent language across the entire College.

2.6 Bullying Prevention and Management

JPC is committed to providing a safe, supportive and engaging College environment based on our core values of mutual respect, integrity, excellence and compassion. We celebrate diversity and recognise the unique character strengths of each person. Every endeavour is made to promote a positive, caring and cooperative atmosphere, in which the rights and responsibilities of all members of the College community are acknowledged and upheld. Therefore, we do not tolerate bullying or harassment in any form.

We strive to create a positive learning environment where each member of the JPC family has the opportunity to flourish.

Bullying Prevention and Management Policy

2.7 Child Protection

Under the legislation, the duty of care obligations, and the Faith basis of JPC, the College is committed to providing a safe environment to all students and upholding their best interests and wellbeing.

This Policy and procedures set out the requirements to provide processes that address the protection of students. It applies to all sexual and physical abuse complaints, other types of harm and inappropriate behaviour. The Child Protection Policy​ applies to all staff and students at the College.

2.8 Chaplaincy and Counselling

In today's rapidly changing society our students are challenged daily to cope effectively and act responsibly, this challenge is often best met with the support of others. The Chaplain and the Academic Welfare Team provide the JPC family with the necessary support to assist young people in reaching their individual potential for living.

The College Counsellors provide professional counselling to students in partnership with families to ensure their social and emotional wellbeing including:

• personal counselling
• group counselling
• group programs
• family and parent support and consultation
• teacher support and consultation regarding classroom strategies
• specialist educational and psychological assessment and diagnosis
• consultation with external professionals
• referral to external agencies and services
• classroom observations
• professional development for teachers
• personal support and counselling for staff members.

College counsellors work together with families, staff, and other professionals to improve the wellbeing and education stability of students.

Students may refer themselves to the College counsellor or consultation may be sought at the suggestion of a teacher, parent and carer or friend. Parents and carers often seek advice from College counsellors about their child's wellbeing, educational success, behaviour, family situation or emotional concerns.

As with every part of our JPC experience, a partnership between College and home is crucial to our experience of success.

The Chaplain and Counsellors work together to provide students, families and staff with the coordinated support they need to lead healthy, fulfilling, productive and responsible lives.

A priority is the support of 'at risk' students and students with special needs and their families. This support may include the following:

• supportive and confidential environment
• initial individual and/or group counselling to support the educational, emotional, social, spiritual and personal needs of students
• development of support programs in areas of specific need (academic, careers, personal, behavioural)
• parent and teacher consultation regarding student needs
• classroom visits and support.

Confidentiality shows respect to and for the person seeking counsel and it is a fundamental principle in all counselling situations. However, counsellors and the Chaplain are not able to keep conversations confidential if a person is a danger to themselves or others. As John Paul College employees, we are also legally and morally obliged to report suspected abuse or neglect.

2.9 Leadership and Service

JPC has a progressive and dynamic leadership program that is based on a servant leadership model. Students are encouraged to explore and develop leadership roles in each of the relevant schools in the College. Students are encouraged to build on their leadership skills through involvement in councils, committees and by applying for formal leadership positions.

The Student Leadership Program at JPC aims to be:

1. Educational - Students develop skills in leadership and communication
2. Democratic - Every student has a voice
3. Responsible - Students solve real problems and make real decisions
4. Sharing - Students share with the school executive and teachers in the decision making
5. Caring - Students care about their College and what happens in it and to it
6. Fun and Rewarding - Students experience enjoyment through successful participation

Every student of the College is considered a leader, representing the College through their actions, role modelling and service to others daily.

2.10 College Community Code of Conduct

The College Community Code of Conduct sets clear standards of behaviour expected of members of the College Community in the College environment or when attending any College-related function or activity at any other location.

The Code specifies the consequences for any member of the College Community who does not comply with these standards of behaviour.

2.11 Grievances Policy (Community)

The Grievances Policy (Community) aims to provide a mechanism for resolving concerns/complaints in a prompt, well-defined, consistent manner following the principles of natural justice, confidentiality and sensitivity.

This document sets out the internal procedures, both informal and formal, that apply within the College for responding to concerns. These procedures are designed to ensure that throughout the College, there is a transparent process for responding to fair, consistent, and prompt complaints.

2.12   Grievances Policy (Students)

The Grievances Policy (Students) sets out the internal procedures, both informal and formal, that apply within the College for responding to concerns. These procedures are designed to ensure that throughout the College, there is a transparent process for responding to fair, consistent, and prompt complaints.

The purpose of this Policy is to provide students with the opportunity to access and activate procedures to facilitate the resolution of a dispute or complaint.

2.13 Respectful Acceptance of Multi-faith and Cultural Practices

The Respectful Acceptance of Multi-Faith and Cultural Practices Policy seeks to outline the expectations of all students concerning participation in College life. This includes details about variations to uniforms and grooming, College attendance and levels of involvement.

2.14 Privacy Policy

Information is collected for the primary purpose of providing an education for your student. The College endeavours to gather the information reasonably and non-intrusively. Full and frank disclosure is required.

The secondary purposes related to the Privacy Policy include:

• To keep parents informed about matters related to their child's schooling through correspondence, newsletters and magazines
• Day-to-day administration
• Looking after students' social and medical wellbeing
• Fee payment
• Assessing hardship requests
• Seeking donations and marketing for the College
• To satisfy the College's legal obligations and allow the College to discharge its duty of care.
  

2.15 Enrolment Policy

The purpose of this Policy is to outline the guidelines and processes for enrolment. The College demonstrates its commitment to meeting the educational needs of students in a manner that complies with relevant anti-discrimination and accreditation legislation and takes into account student learning needs while balancing the interests of all parties affected. This Policy covers students with exceptional needs or disabilities.

Related Policies: Domestic Admissions Policy