Hillcrest Christian College - An Introduction to Culture by Hillcrest Christian College

Hillcrest Christian College An Introduction to our Culture Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

21 Bridgman Drive, Reedy Creek Q 4227 | PO Box 2503, Burleigh Waters Q 4220 | 07 5593 4226 | hillcrest.qld.edu.au | office@hillcrest.qld.edu.au ACN 010381334 ABN 68 947 459 366 CRICOS 01043C Hillcrest Christian College is an interdenominational ministry of Reedy Creek Baptist Church and is operated by Hillcrest Christian College Ltd.

Our Vision, Mission and Values

The Hillcrest Christian College Culture and Wellbeing Framework in the alignment of all members of community with the vision, mission, and values of the College. Its purpose is to outline who we are, what we believe and the cultural norms, or community expectations which are the foundation for the day-to-day practices of the College. The College values underpin the workings in the College, the decisions which are made and how differences are reconciled. They are to be embedded in documentation, ways of working and reference points for accountabilities. They ultimately drive behaviours that will facilitate the achievement of the vision, mission and strategic goals.

VISION To aspire as an outreach of Reedy Creek Baptist Church and Queensland Baptists, to facilitate a world leading, future-focused educational experience, underpinned by a biblical world view.

MISSION Our mission is to deliver young people to society who are: •

EDUCATED and prepared for success in their personal, professional and spiritual life.

•

EQUIPPED with the knowledge to discern what is good, the skills to demonstrate self-discipline and integrity and the spirit to live with compassion.

•

EMPOWERED to commit themselves to action, for a better society.

•

ENERGISED to live the truth of the gospel of Jesus in the service of God.

Our Values

Our Cornerstone Principles Hillcrest was founded upon four Cornerstones, and these fundamental principles continue to guide our College. These Cornerstones form the basis of staff practice and principles.

1. EVANGELISTIC OUTREACH The first Cornerstone of our foundation is our belief that the College has a spiritual ministry to its students and an evangelistic outreach into the community. The most important subject that is taught every day is God and the most important book that is used is the Bible. Our objectives are to be good stewards of the time that the Lord has given us, to minister to the children in the College, to bring each child to a personal saving knowledge of Jesus Christ, and to train them in the fundamental truths of the faith. This spiritual training is provided in every area of the college life, so that the child is presented with a totally Christian worldview and will come to understand that man’s chief end is to glorify God and enjoy Him forever. ‘Therefore, go and make disciples of all nations….’ Matthew 28:19

2. GOD-CENTRED EDUCATION The second Cornerstone of the foundation is our philosophy of education which is God-centred and not man-centred. All knowledge and wisdom have their foundation in the ultimate and absolute standard of truth - the Bible. This standard is to be applied in every textbook in every class and subject by every teacher. The objective is the production of individuals who are articulate, knowledgeable and of sound character, who know and willingly serve God and are able to make decisions for themselves and function as responsible and free members of a free society. Therefore, the College will address spiritual development as well as the intellectual, social and physical development of students. ‘For the Lord gives wisdom, and from His mouth comes knowledge and understanding.’ Proverbs 2:6

3. ACADEMIC EXCELLENCE The third Cornerstone of the foundation is academic excellence. The College has the responsibility to offer the best in Christian education recognising that it must strive to achieve high outcomes for students. ‘Whatever you do, work at it with all your heart, as working for the Lord not for men.’ Colossians 3:23

4. PERSONAL INTEGRITY The fourth Cornerstone is high personal standards of conduct. We believe that high academic standards are incompatible with low morale, dress and conduct standards. We believe that the Lord called our College into existence and that He will bless our efforts as we adhere to the standards of morals, conduct and dress of which He approves. These standards apply to everyone in the College students, staff, administrators and board members. ‘May integrity and uprightness protect me, because my hope, Lord is in you.’ Psalm 25:21

Educational Model

INTELLECTUAL

Learning and Developing Identity

Serving and Belonging

Leading Self and Connecting

WELLBEING

SPIRITUAL

Caring and Leading Others

EMOTIONAL

The College is committed to the education model of developing the whole child, through four domains, contextualised to the global context, to achieve the vision and mission.

DOMAINS INTELLECTUAL • An individual’s ability to reason, solve problems and demonstrate knowledge of a specified subject in known and unknown situations (Academic Programs, Co-curricular activities) EMOTIONAL • Exhibiting ‘Social Emotional Learning’ skills in response to one’s environment (self-management, self-awareness, responsible decision-making, relationship skills, social awareness) SPIRITUAL • The moral compass and the values driven nature of a person (Identity in Christ, Service Mindset, Biblical Worldview and Biblical Literacy) WELLBEING • A state in which an individual can realise their potential, cope with their normal stresses of life, work productively and contribute to community (Student Agency, Leadership, Physical and Mental Health, Balancing Domains) GLOBAL • Contextualising one’s skills needed to be effective in their current environment and into

the future (Innovation, SECRET Skills, Real World Learning)

College Structure – Phases of Learning The College is divided into 4 distinct ‘Phases of Learning’: 1. Early Learning Community (ELC) 2. Junior Learning Community (JLC) 3. Middle Learning Community (MLC) 4. Senior Learning Community (SLC)

for 3–5-year old’s for students in Prep-Year 4 for students in Years 5-8 and for students in Years 9-12.

The pedagogical intent for each ‘Phase of Learning’ was the driving force behind this change. As students’ progress with their learning, they require different styles of learning to maximise their growth.

ELC – EXPERIENTIAL LEARNING At Hillcrest Christian College, the ELC aims to provide children with the foundational skills required for lifelong learning and development. It creates positive dispositions towards learning where children can grow and develop into competent and confident learners in a dynamic, experiential learning environment; responsive to their strengths, needs, abilities and interests. Experiential learning provides opportunities for a range of positive developmental outcomes such as curiosity, expression of self, creativity and the development of relationships with a sense of identity, belonging and wellbeing.

JLC – GUIDED LEARNING In the JLC, guided learning blends a model of explicit instruction and active ‘hands-on’ learning to support students as they develop knowledge and explore key foundational skills. Students are engaged in learning based on their individual needs and learning opportunities relate directly to the content, language and social purpose of the learning intention. Instruction is differentiated and delivered on multiple learning platforms. Guided learning leads students to increasing independence and autonomy as confident learners who have knowledge and skills to embrace an ever-changing world.

MLC – DESIGN-CENTRED LEARNING Design-Centred Learning is a teaching model in which students learn by actively engaging in real-world and personally connected projects. Collaboration is at the heart of the model and drives students in groups through a ‘Design Thinking’ framework known as the six8s. Through empathy and learning about audience, students start at the Investig8 phase and move through refining, testing and evaluating phases before finishing at the Celebr8 phase, creating a public product or presentation for a real audience. Students are encouraged to demonstrate their understanding in innovative and effective ways and share this with their peers. To facilitate collaboration and learning differentiation, Hillcrest uses both specific facilities and appropriate use of technology to maximise our delivery of these contemporary skills.

SLC - STUDENT-DRIVEN PATHWAYS Students in the SLC have choice in the pathway they wish to follow based around their decisions in studying Core subjects, Elective subjects or Vocational and Tertiary pathways. This flexibility fosters personal interests and strengths and combined with staff support, provides the necessary roadmap to drive students towards their future goals. Outside of the flexibility provided through the standard curriculum, students can also seek opportunities to personalise their experience through programs such as the Student for a Semester program through most local Universities, TAFE @ School, School Based Traineeships, School Based Apprenticeships, Diploma of Business or various Co-Curricula clubs or activities.

College Structure – Elements of Learning

In each ‘Phase of Learning’ a combination of the following ‘Elements of Learning’ help foster meaningful experiences for students, beginning with: • Personal Interests and Strengths • Social and Emotional Skills • Literacy and Numeracy Skills • SECRET Skills and • Entrepreneurial Skills. The 5 elements are viewed through the lens of the cross to build learning programs which reflect our school’s Vision, Mission and Values and equip students to see the world as God intended it to be seen.

PERSONAL INTERESTS AND STRENGTHS We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach; if it is to encourage, then give encouragement; if it is giving, then give generously; if it is to lead, do it diligently; if it is to show mercy, do it cheerfully. Romans 12:6-8

Hillcrest Christian College connects with personal strengths to drive engagement for students to achieve academic and personal growth. The College embeds a strengths-based approach to drive engagement for students to achieve academic and personal growth. By leveraging personal interests in the classroom, students fuse existing knowledge with new information to form authentic and lasting connections. The College also offers multiple channels for students to cultivate their interests outside the classroom, including cocurricular programs, ministry opportunities, sporting activities and various clubs and afterschool programs.

SOCIAL AND EMOTIONAL SKILLS So, Christ himself gave the apostles, the prophets, the evangelists, the pastors and teachers, to equip his people for works of service, so that the body of Christ may be built up. Ephesians 4:11-12

Hillcrest Christian College believes that social and emotional skills are critical to the development of a child’s academic outcomes, skills for success and mental health and wellbeing. According to the OECD, Social and Emotional skills refer to “the abilities to regulate one’s thoughts, emotions and behaviour.” The College believes that quality relationships are forged through the development of social and emotional skills and these relationships are critical to the improvement of a child’s mental health and wellbeing. Social and Emotional skills, including resilience, self-efficacy, critical thinking and self-regulation, have been shown to be malleable and highly predictive of success in a wide range of important life outcomes so our staff focus on building these skills across the College by creating physical environments, programs and routines that encourage them to develop.

LITERACY AND NUMERACY Let the wise listen and add to their learning, and let the discerning get guidance. Proverbs 1:5

Hillcrest Christian College believes that the teaching of Literacy and Numeracy skills are the responsibility of all as they form the basis of our learning in everyday life. Literacy and Numeracy skills drive success for students within schools and workforce participation upon graduation. They are the fundamental building blocks that play an integral part of lifelong learning and underpin the acquisition of more complex skills such as critical and creative thinking. Research suggests that proficient Literacy and Numeracy skills support student engagement and achievement while leading to higher chances of employment and overall better health and wellbeing. The QCAA plays a critical role in the design and delivery of education in Queensland and in the Australian Curriculum, students become literate as they “develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school.” Similarly, students become numerate as they develop knowledge and skills to use mathematical concepts confidently across other learning areas at school.

SECRET SKILLS Turn your ear to wisdom and apply your heart to understanding. Proverbs 2:2

The SECRET Skills framework comprises 24 essential skills that have been identified through research as critical to drive personal growth. The SECRET Skills are a set of essential life and work skills that have been identified by business and educational leaders across the world as being critical to success in the workplace. Designed by British educator Dan Buckley, the SECRET Skills framework is comprised of six skill domains which make up the SECRET acronym: Self-Manager, Effective Participator, Creative Thinker, Reflective Learner, Enquirer and Team Worker. Within each skill domain, there are four sub-skills, covering Cognitive, Strategic, Social and Emotional elements. One of the defining features of the SECRET Skills framework is that it is self and peerassessed; while teachers facilitate and encourage students to achieve their SECRET Skills goals, it is the students themselves who are ultimately responsible for collecting evidence in order to achieve accreditation and recognition at each of the nine levels of the framework.

ENTREPRENEURIAL SKILLS For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do. Ephesians 2:10

Entrepreneurial Skills respond to the growing need to enhance student capabilities to adapt and apply knowledge to solve problems in unique ways. Entrepreneurial Skills are a set of skills that enable students to overcome challenges and accept responsibility for their outcomes. The skills that are developed through this style of problem solving allow students to meet everyday challenges and experience growth as they apply their knowledge in new ways. Students with strong entrepreneurial skills demonstrate many capabilities that lead to lifelong learning, including; critical and creative thinking, ethical understanding, personal and social capability.

The LORD is my strength and my shield. - Psalm 28:7 -

Our Signature Practices JUNIOR LEARNING COMMUNITY The Junior Learning Community (JLC) at Hillcrest Christian College incorporates Prep to Year 4. In the formative years, Guided Learning provides opportunities for differentiated instruction to cater for individual strengths and interests. Our child-centred approach aims to build the foundational concepts, skills and capabilities across 4 domains: Intellectual, Spiritual, Emotional and Wellbeing, within the Global context. We provide a safe, nurturing Christian environment, creating an atmosphere for our little ones to develop and grow into future-focused learners. JLC Signature Practices •

I Love Reading (ILR) - ILR is an innovative and distinctive approach to reading incorporated into the Literacy program. ILR associates the 22 vowel sounds of the English language with a numeric coding system. This is overlayed with a colour lens that identifies the role each letter combination is performing within a written word, in English, whether that be a consonant, vowel, digraph, sound-switch, or silent application. Through hands-on games, activities, ditties, and a plethora of ideas taken from effective pedagogy, children not only learn a system to expedite the journey of reading, but they are empowered with a language to talk about language. ILR takes all the ‘guess work’ out of the English language by providing a fun cueing system for successful decoding and is supported by proven ideas for the teaching of comprehension, visual literacy (viewing), spelling, and writing.

•

Design Centred Learning (DCL) and SECRET Skills/Entrepreneurial - Across the JLC, DCL is integrated into the curriculum to promote curiosity and inquiry-based learning. It provides opportunities for students to use a range of entrepreneurial skills by imagining, solving problems creatively and initiating challenges to solve complex questions that eventuate into deep learning experiences. In Years 3 & 4, students begin to intentionally develop and reflect on each of the SECRET Skills to continue to grow and learn with optimism and become critical thinkers on topics linked to the real world.

•

Curriculum Offerings - In the JLC our learning programs engage, inspire, and enrich students while catering for individual strengths and interests. In Prep – Year 4 the Core Subjects of English, Mathematics, Science, Humanities, the Arts and Christian Living are informed by the Australian Curriculum and designed to incorporate the lens of the Shield. Specialist subjects are taught by specialist teachers to further enhance the educational experience of students in their formative years. These subjects include Physical Education, Music, Visual Arts and French (Prep – Year 4). Specialist teachers create deep learning across a range of specialist offerings for our students to enrich their learning experience.

MIDDLE LEARNING COMMUNITY The Middle Learning Community (MLC) guides students with age-appropriate learning that values personal interests and strengths while supporting the social and emotional wellbeing of the child. The MLC is founded in a Middle Schooling philosophy based on building relationships and student engagement while focusing on preparing future-focused learners who understand the power of embracing and sharing God's love. MLC Signature Practices •

Linking Learning with Agile Spaces - Students in the MLC share an open learning environment featuring various sized learning spaces that are transformed through sliding glass walls. This open plan layout provides flexibility for teachers to utilise space that aligns with student learning and more closely resembles the experience of working in the real world. Outside the existing building, a new covered area provides a beautiful space for indoor/outdoor learning as well as adding to the existing space for MLC students during breaks.

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Real World Learning & Industry Partnerships - Hillcrest collaborates with many external agencies to provide real world learning experiences for our students. One example of this is in our role as HUB school for the Gateway to Industry Schools Program (GISP) in Advanced Manufacturing and Engineering. Collaborations such as this provide our students with authentic learning opportunities and the experience of being mentored by professionals across a wide range of fields. Driving innovative thinking and an entrepreneurial mindset are vital pieces of preparing our students for the future and we model this learning through our DCL projects.

•

Student Leadership - A key feature of the MLC's success is the active involvement of students in the life of the Learning Community. We offer a diverse range of leadership opportunities for all students to participate in, opportunities for new challenges, building self-worth and wellbeing through service-based activities and ultimately skills that affect their lives beyond the immediate College environment. Do nothing from rivalry or conceit, but in humility count others more significant than yourselves. Philippians 2:3 All students are given the choice to actively participate in leadership opportunities and hence there are no badged leaders across the MLC. The student leadership program reflects our mission to empower our students to commit themselves to action, for a better society. This is modelled on our greatest leadership role model, Jesus Christ, and as such forms a core component of the Spiritual Domain that works through the Middle Learning Community.

SENIOR LEARNING COMMUNITY The focus of the Senior Learning Community is the student driven pathway. The Hillcrest Culture of Care continues to permeate all that we do. Students are cared for and cared about in all stages of their journey through the Senior Learning Community as they grow spiritually, intellectually, socially, emotionally, and physically. Students make choices based upon their personal interests and strengths and pathway they wish to follow based around, co-curricular and sporting activities, Elective subjects, Vocational Education and Training and Tertiary pathways. This flexibility, combined with staff support, provides the necessary roadmap to drive students toward their future goals. Students can seek opportunities to personalise and enhance their experience through enrichment programs such as the ‘Student for a Semester’ program through most local Universities; Vocational Education and Training opportunities through TAFE @ School, School Based Traineeships, School Based Apprenticeships, Diploma of Business; and the various Co-Curricula clubs or activities. SLC Signature Practices •

Student Driven Pathways - Both the ATAR and Vocational Pathway are catered for with students having a diverse choice of subjects to select from based upon their personal interests and strengths. Within these subjects, opportunities exist for individualised learning both support and extension. A plethora of learning opportunities outside of the classroom including a vocational education and training programs, work experience, university opportunities and enrichment activities. Irrespective of academic aptitude, it is an expectation of all students to consistently give their best effort.

•

Vertical Pastoral Care - There is a clear culture of care in the Senior Learning Community with all students cared for and cared about. Our Vertical House Pastoral Care system creates stronger connections across the year levels with the older students mentoring and guiding the younger students. The Life Group Leader ensures, through monitoring, support and opportunities, that each student continues to grow spiritually, intellectually, socially and emotionally throughout their journey.

•

Real World Learning and Industry Partnerships - Learning transitions from ‘Life Related Learning’ to ‘Real World Learning’ as students journey through the Senior Learning Community. There are a number of opportunities in the curriculum where the students have to solve and present solutions to problems in the local, national and international communities. Partnerships with the Gateway to Industry Schools Program - Manufacturing and Engineering and TAFE@School allow our students to experience real world learning.

Table 2. Our Signature Practices

Signature Practice

ELC

JLC

MLC

ILR

GLOBAL CONTEXT

DCL

GLOBAL CONTEXT

SLC

Learning Connected to Agile Spaces Real World Learning / External Partnerships

Vertical Pastoral Care

Student Driven Pathways Student Agency / Leadership

Wellbeing Cocurricular Opportunities/ Sparks, Flames and Explosions Choral

Basketball

Mission and Service

CULTURAL AUDIT INTEGRITY Luke 6:45

RESPECT

John 13:34-35

COURAGE Joshua 1:9

SERVICE

Matthew 20:26-28

HUMILITY

Philippians 2:3

DILIGENCE Colossians 3:23

DISCERNMENT Romans 12:2

HILLCREST CHRISTIAN COLLEGE CULTURAL AUDIT FORM

We can deliver on our promise to keep Christ at the centre of all that we do. Does content or activity have Christian foundations? We can demonstrate sound, moral and ethical principles aligned to our vision, mission and values. Is content or activity morally and ethically aligned (honours the College and its values)? We can do what is right. Is content or activity legal / copyright free / free from media consent issues / displaying high level WHS? Does content or activity send the correct message not only to the students, but to the community (how will it be perceived)? We can demonstrate the ultimate sign of respect by showing love to one another as we are commanded. Does content or activity align with the College Privacy Policy? Are the people videoed comfortable appearing on content going out to community – DO THEY KNOW this will happen? Is content or activity respectful to all participants? Could content or activity be misconstrued and be offensive to anyone? We can show respect for ourselves, others, the College and the environment. Is content or activity showing respect to people, the College and the environment? We can do all things through Him who strengthens us. Does content or activity accurately represent the courage people are showing (not putting others down due to weakness)? We can have courage because the Lord, Our God is with us wherever we go. Does content or activity lift people up and glorify God? We can be generous with our time, gifts and talents to help others in need. Does content or activity support those in need? We can be servant-hearted in all that we do. Does content or activity serve others? We can humble ourselves before God. Does content or activity demonstrate humility and not put others down? We can guard our hearts against pride and arrogance. Does content or activity display a sense of arrogance? We can follow through to the best of our ability. Is content or activity presented in the best way possible? Is content or activity timely for the season? We can strive to seek out the Word of truth in all we do. Does content or activity point people to Jesus? We can work with all our heart … working for God! Does content or activity show our heart for Jesus? We can strive to seek the truth and demonstrate wisdom and insight beyond what is seen and heard. Is content or activity above reproach – not of this world? We can show wisdom. Is sharing this content or activity wise and glorifying to God and the College? Does content or activity meet College deadlines?

CULTURAL SPIRITUAL PRACTICES Hillcrest Christian College is an outreach of Reedy Creek Baptist Church and Queensland Baptists. As a non-denominational Christian Education provider our vision, mission and values underpin the workings in the College as we share the gospel with Students, Families and Staff. As a Christian College, we have the unique opportunity to transform a child’s learning, so they view life faithfully, truthfully and completely. It is an important role within the educational domain and one not to be taken lightly. Bible shaped discernment won’t be developed without intentional teaching and discipling through learning outcomes that are biblically grounded, culturally engaging and academically rigorous. Christian education should not shelter our young people from culture but proactively seek to open the world to them while teaching discernment (values) that view all aspects of curriculum through a worldview shaped by the biblical story. Christian education is about transformation not information. As an extension of the Christian home and an outreach to the non-Christian home, Christian schooling is a place of safety, rest and strength where scripture is the corrective lens to view a fallen world. The challenge comes when the base curriculum; the core of what school is all about, is still framed and studied as if God does not exist. Christians schools play a key role in challenging this and transforming the educational experience. It is important as a Christian College to keep the main thing the main thing; to be kingdom seeking and acknowledge the Lordship of Jesus Christ. The heart of Christian education is to deliver young people to society who are transformed by the gospel and seek to live their lives for His purpose. In doing so, Christian schools should aspire to educate and transform the mind, captivate the heart and equip the hand, encouraging curious and courageous learners to develop habits that will empower them to explore God’s world and be energised to live out the hope of Christ; having an impact on society for eternity. As a Christian College our identity and cultural practices remain firmly planted in: • • • • •

God’s Word Prayer Worship Discipleship and Authentic Christian community seeking to serve and connect with others.

These practices are led by the Holy Spirit, but certain manifestations of this remain outside of the educational realm, namely: speaking in tongues, laying on of hands, anointing with oil and prophesying as we provide opportunities for our community to get to know and live out the truth of the gospel in the service of Him. “Do not conform any longer to the pattern of this world but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is – His good, pleasing and perfect will.” Romans 12:2

The Student Experience Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

© Hillcrest Christian College Ltd. All rights Reserved. ACN 010381334 ABN 68 947 459 366 CRICOS 01043C Hillcrest Christian College is an interdenominational ministry of Reedy Creek Baptist Church and Queensland Baptists and is operated by Hillcrest Christian College Ltd.

The Student Experience The College aims to develop all 4 domains, intellectual, spiritual, emotional and wellbeing domain, of the individual equally within the global context. INTELLECTUAL

Learning and Developing Identity

Serving and Belonging

Leading Self and Connecting

WELLBEING

SPIRITUAL

Caring and Leading Others

EMOTIONAL

With the desire to foster a culture of a wellbeing promoting school, Hillcrest builds individuals through a variety of student experiences including: • Student Leadership / Agency • Pastoral Care / Life Groups • Social Emotional Learning (SEL) / Life Skills / Christian Living Sessions • Award and Recognition • Community Expectations • Education Support Services including Learning Support, Gifted and Talented, Chaplaincy and Counselling • Family Partnerships

Each of these experiences are within frameworks which are underpinned by a Biblical worldview and designed to undergird the educational domains of the individual ensuring that each student has high levels of wellbeing and feels cared for, connected, and personally known.

The World health Organisation states: “Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. Wellbeing is a state in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to contribute to his or her community.”

JLC Pastoral Care A culture of care Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

Student Wellbeing and Broader Student Experience PASTORAL CARE Pastoral care is designed to undergird the educational domains of the individual ensuring that each student feels connected, cared for, and known. Underpinned by a Biblical worldview, the Pastoral Care Program is central to building insights into real world experiences in the global context.

LIFE GROUPS Life Groups are a safe, eternity-focused environment , where each individual feels safe to connect, share and understand each other. The aim is to deeply know each child and foster a sense of belonging and connecting. GOALS OF LIFE GROUP • • • •

For each child to experience strong relationships and be known For each child to feel a sense of belonging and connection For each child and family to have a safe zone and point of contact in times of need For each child to engage in a positive, supportive environment where they experience the love of Christ through relationship, prayer, worship and devotions.

In JLC, Life Groups form an integral part of building this strong culture of connecting, belonging and caring. Whilst the goal of truly knowing and connecting with each child is growing in each community, experiences are differentiated in an age-appropriate manner. Life Groups allow teachers to develop classroom relationships with students more openly through intentional, purposeful and Biblically-based interactions with students that promote and support other facets of a students’ life, such as student wellbeing, engagement, identity (who one is in Christ), academic goals, self-management and regulation, effective participation, creative thinking, reflective learning, enquiring and team working and the development of life skills. Life Group is a designated time for Hillcrest staff to provide opportunities for students to learn how to develop a relationship with Jesus, read and meditate on His word, be nurtured and supported to grow in their giftings, as well as being socially, emotionally and spiritually filled. We believe that by focusing on filling students’ social, emotional and spiritual ‘love tanks’, we have the potential to promote healthy self-identity, foster positive behaviours and promote high engagement in the academic program.

Table 2. Individual Domains

Intellectual Domain

An individual’s ability to reason, solve problems and demonstrate knowledge of a specified subject in known and unknown situations (Academic Programs, Cocurricular activities)

Emotional Domain

Exhibiting ‘Social Emotional Learning’ skills in response to one’s environment (selfmanagement, self-awareness, responsible decisionmaking, relationship skills, social awareness)

Spiritual Domain

The moral compass and the values driven nature of a person (Identity in Christ, Service Mindset, Biblical Worldview and Biblical Literacy)

Wellbeing Domain

Global Domain

A state in which Contextualising an individual one’s skills can realise their needed to be potential, cope effective in their with their current normal stresses environment of life, work and into the productively future. and contribute (Innovation, to community. SECRET Skills, (Student Real World Agency, Learning) Leadership, Physical and Mental Health, Balancing Domains)

LIFE GROUP STRUCTURE Life Groups are structured to meet the age-appropriate needs at each phase of learning and are conducted in class groups within the JLC. The goal of JLC Life Group Teacher is: • • •

To truly know who each child is (create a student profile) To understand how we are equipping each child and preparing them for their personal life journey To partner with them and provide accountability for their spiritual, physical, social, emotional and academic pathways

Psalm 28:7 – The Lord is my strength and my shield. Ephesians 2:10 – For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.

• • • •

•

Crafted Teaching – facilitating creative and dynamic learning strategies that involve curiosity, imagination, exploration, inquiry and experiential activities to explore and appreciate God’s world and Word. Kingdom Building – See the story … live the story!

Life Group Key Elements • • • •

Recognise and value each student, building and sustaining connectedness and belonging. Foster and maintain positive, caring and respectful student-peer, student-teacher, teacherteacher and teacher-parent relationships in the life of each individual. Regular student profiling, tracking and accountability (spiritual, social, emotional, physical, academic). Regularly monitor and review each child’s capacity and wellbeing in order to identify areas of strength and need.

Shape the Life Group sessions to include essential elements of the educational domains of wellbeing, emotional, spiritual and intellectual underpinnings.

IMPLEMENTATION Life Group Teachers are encouraged to consider the following when planning their Life Group time: •

• • • •

Life Group Agreement – at the beginning of the school year, develop a Life Group agreement with your students. Underpinned by a Biblical worldview and reflecting the College values, this is a collaboratively created agreement which is visibly displayed. Community Expectations will be honoured and it will guide interactions during your time together. Time for developing student profiles The spiritual, social, emotional, physical and academic needs of your students Strategies to meet the emotional and spiritual needs of the students in your care Student-appropriate resources and activities

RESOURCES • • •

RightNow Media The Bible Project online School TV

POINTS TO NOTE • •

•

Life Group time should be devoted to the belonging, connecting and communicating domains of each individual’s social and emotional wellbeing. Data driven areas of need (eg ACER Social and Emotional Survey, pockets of need, behavioural concerns etc) are best addressed in a class capacity, rather than Gathering context. Health is the most ideal platform to deliver deeper age-appropriate messages on topics such as resilience, bullying, life choices and emotional regulation etc. What is communicated will vary greatly between a Prep and Year 4 student.

JLC Life Group Timetable - Ideas Focus: • College Values • Uniquely made • Emotions around self-awareness • Teachable moments • Bible stories Life Group Agreement: Create a collaborative LG agreement. Link back to the College values and ensure all values are included in the agreement. Think of creative ways to display in your space.

1. Main Idea Summarise the main idea around the weekly theme

•

Monday Junior Gathering

2. Biblical Perspective Link theme with a bible story and connect to the College values demonstrated – make connections to curriculum learning if possible

• • • •

Enduring Understandings: 1. Loving God 2. Building Community 3. Caretaking Earth 4. Celebrating Life 5. Challenging Distortions 6. Discovering patterns 7. Embracing Diversity 8. Expressing Words 9. Getting Wisdom 10. Imagining Innovations 11. Imitating Humility 12. Overcoming Setbacks 13. Pondering Creation 14. Practising Hospitality 15. Pursuing peach 16. Reflecting Creativity 17. Relishing Play 18. Seeking Justice 19. Shaping Culture 20. Showing Mercy 21. Transforming Thinking 22. Understanding Vocations 23. Unwrapping Gifts

Tuesday Praise and Worship Devotion around College theme / topic Circle time / connection / building relationships Prayer

over the week

3. Threads *Choose relevant response threads below to connect

• • • •

Wednesday Praise and Worship Bible Story linked to theme Circle time / connection / emotions and self-awareness Prayer

4. Enduring Understandings Identify the main take away and clarify any misunderstandings on the topic

• • • •

Thursday Praise and Worship RightNow Media / bible reading / student led devotion Circle time / connection / teachable moments Prayer

5. Essential Questions Highlight and answer questions

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Friday Fortnightly JLC Assembly

any

MLC Pastoral Care A culture of care Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

In MLC, Life Groups form an integral part of building this strong culture of connecting, belonging and caring. Whilst the goal of truly knowing and connecting with each child is growing in each community, experiences are differentiated in an age-appropriate manner. Life Groups allow teachers to develop classroom relationships with students more openly through intentional, purposeful and Biblically-based interactions with students that promote and support other facets of a students’ life, such as student wellbeing, engagement, identity (who one is in Christ), academic goals, self-management and regulation, effective participation, creative thinking, reflective learning, enquiring and team working and the development of life skills. Life Group is a designated time for Hillcrest staff to provide opportunities for students to learn how to develop a relationship with Jesus, read and meditate on His word, be nurtured and supported to grow in their giftings, as well as being socially, emotionally and spiritually filled. We believe that by focusing on filling students’ social, emotional and spiritual ‘love tanks’, we have the potential to promote healthy self-identity, foster positive behaviours and promote high engagement in the academic program.

Table 2. Individual Domains

Intellectual Domain

An individual’s ability to reason, solve problems and demonstrate knowledge of a specified subject in known and unknown situations (Academic Programs, Cocurricular activities)

Emotional Domain

Exhibiting ‘Social Emotional Learning’ skills in response to one’s environment (selfmanagement, self-awareness, responsible decisionmaking, relationship skills, social awareness)

Spiritual Domain

The moral compass and the values driven nature of a person (Identity in Christ, Service Mindset, Biblical Worldview and Biblical Literacy)

Wellbeing Domain

Global Domain

LIFE GROUP STRUCTURE Life Groups are structured to meet the age-appropriate needs at each phase of learning and are conducted in Year 5/6 and Year 7/8 house groups within the MLC. The goal of MLC Life Group Teacher is: • • •

Psalm 28:7 – The Lord is my strength and my shield. Ephesians 2:10 – For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.

• • • • •

•

Teach, model and promote College values and Community Expectations in order to create and maintain supportive and safe learning environments. Transformational Vision – a comprehensive outlook for viewing the world and seeking its transformation using a Biblical worldview. Responsive Discipleship – to develop the heart, head, habits and hands of leading like and living for Jesus. All things in and through Christ – Christ is at the centre of all that we do: Excellence in Christ Crafted Teaching – facilitating creative and dynamic learning strategies that involve curiosity, imagination, exploration, inquiry and experiential activities to explore and appreciate God’s world and Word. Kingdom Building – See the story … live the story!

Life Group Key Elements • • • •

Shape the Life Group sessions to include essential elements of the educational domains of wellbeing, emotional, spiritual and intellectual underpinnings.

IMPLEMENTATION Life Group Teachers are encouraged to consider the following when planning their Life Group time: •

• • • •

RESOURCES • • • •

RightNow Media The Bible Project online School TV Student driven resources

POINTS TO NOTE • •

•

Life Group time should be devoted to the belonging, connecting and communicating domains of each individuals social and emotional wellbeing. Data driven areas of need (eg ACER Social and Emotional Survey, pockets of need, behavioural concerns etc) are best addressed in a cohort / age appropriate capacity, rather than the vertical Life Group context. Life Skills / Health is the most ideal platform to deliver deeper age-appropriate messages on topics such as cyber safety, bullying, life choices and decisions etc. What is communicated will vary greatly between a Year 5 and Year 8 student.

MLC Life Group Timetable - Ideas Focus: • College Values • Developing your Identity • Managing changing emotions • Managing responses / relationships Life Group Agreement: Create a collaborative LG agreement. Link back to the College values and ensure all values are included in the agreement. Think of creative ways to display in your space.

1. Main Idea Summarise the main idea around the weekly theme

•

Monday Middle Gathering

2. Biblical Perspective Link theme with a bible story and connect to the College values demonstrated – make connections to curriculum learning if possible Tuesday • MLC Assembly

over the week

3. Threads *Choose relevant response threads below to connect

4. Enduring Understandings Identify the main take away and clarify any misunderstandings on the topic

5. Essential Questions Highlight and answer any questions

Wednesday Praise and Worship Bible Story linked to theme Circle time / connection / building identity Prayer

Thursday Praise and Worship RightNow Media Story linked to theme Circle time / connection / managing emotions Prayer

Friday Family Friday Praise and Worship Devotion around College theme / topic Circle time / connection / building relationships Prayer

• • • •

Enduring Understandings: 1. Loving God

2. Building Community 3. Caretaking Earth 4. Celebrating Life 5. Challenging Distortions 6. Discovering patterns 7. Embracing Diversity 8. Expressing Words 9. Getting Wisdom 10. Imagining Innovations 11. Imitating Humility 12. Overcoming Setbacks 13. Pondering Creation 14. Practising Hospitality 15. Pursuing peach 16. Reflecting Creativity 17. Relishing Play 18. Seeking Justice 19. Shaping Culture 20. Showing Mercy 21. Transforming Thinking 22. Understanding Vocations 23. Unwrapping Gifts

• • • •

• • • • •

SLC Pastoral Care/Life Group A culture of care Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

Pastoral Care The College aims to develop all 4 domains of the individual equally within the global context. With the desire to foster the culture of a wellbeing promoting school, Hillcrest builds individuals through an intentional Life Group Pastoral Care program which is designed to undergird the educational domains of the individual ensuring that each student feels cared for, connected and personally known. Underpinned by a Biblical worldview, the Pastoral Care Program is central to building insights into real world experiences in the global context.

experience strong relationships and be known personally feel a sense of belonging and connection have a safe zone and point of contact in times of need learn how to lead self and others in all domains of their life engage in a positive, supportive environment where they experience the love of Christ through relationship, prayer, worship and devotions.

Life Group is a designated time for Hillcrest staff to provide opportunities for students to learn how to develop a relationship with Jesus, read and meditate on His word, be nurtured and supported to grow in their giftings, as well as being socially, emotionally and spiritually filled. We believe that by focusing on filling students’ social, emotional and spiritual ‘love tanks’, we have the potential to promote healthy self-identity, foster positive behaviours and promote high engagement in the academic program. LIFE GROUP KEY ELEMENTS

• • • •

•

• • • •

Shape the Life Group sessions to include essential elements of the intellectual, spiritual, emotional and wellbeing domains. LIFE GROUP IMPLEMENTATION Life Group Teachers are encouraged to consider the following when planning their Life Group time: •

• • • •

Life Group Agreement – at the beginning of the school year, develop a Life Group agreement with your students. Underpinned by a Biblical worldview and reflecting the College values, this is a collaboratively created agreement which is visibly displayed. Community Expectations will be honoured, and it will guide interactions during your time together. Time for developing student profiles The spiritual, social, emotional, intellectual and wellbeing needs of your students Strategies to meet the emotional and spiritual needs of the students in your care Student-appropriate resources and activities such as RightNow Media, The Bible Project online, School TV

POINTS TO NOTE • •

Life Group time should be devoted to the belonging, connecting, and sharing Data driven areas of need (eg ACER Social and Emotional Survey, pockets of need, behavioural concerns etc) are best addressed in a cohort / age-appropriate capacity, rather than the vertical Life Group context.

•

Life Skills / Health is the most ideal platform to deliver deeper age-appropriate messages on topics such as cyber safety, bullying, life choices and decisions etc. What is communicated will vary greatly between a Year 9 and Year 12 Psalm 28:7 – The Lord is my strength and my shield. Ephesians 2:10 – For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.

SLC Life Group Timetable - Ideas Focus: • Knowing individuals • Student Profile • Belonging, connecting and communicating underpinned by a Biblical worldview • College Values • Understanding your Identity • Managing responses / relationships • Developing pathways to achieve spiritual, social, emotional and academic values and goals Life Group Agreement: Create a collaborative LG agreement. Link back to the College values and ensure all values are included in the agreement. Think of creative ways to display in your space.

1. Main Idea Summarise the main idea around the weekly theme

• • •

•

Monday Praise and Worship Devotion around College theme/ topic Connection/ building relationships/ team activities Prayer

2. Biblical Perspective Link theme with a bible story and connect to the College values demonstrated – make connections to curriculum learning if possible Tuesday • SLC Assembly

over the week

3. Threads *Choose relevant response threads below to connect

• • • •

Wednesday Praise and Worship Bible Story linked to theme Connection/ understanding identity Prayer

4.Enduring Understandings Identify the main take away and clarify any misunderstandings on the topic

• • •

•

Thursday Praise and Worship RightNow Media Story linked to theme Connection/ developing pathways/ activities Prayer

5. Essential Questions Highlight and answer any questions

•

Friday Senior Gathering

Community Expectations. Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

PREP – 12 Community Expectation Plan The Hillcrest Christian College Community Expectations for students are founded on the seven values of the Hillcrest Shield. These values define our Hillcrest culture. Our aim is to provide a safe, positive learning environment to genuinely and actively engage students in learning. Staff, students and families are committed to the vision, mission and values of the College and demonstrate this through interactions which cultivate a Christian community where all members experience belonging, acceptance, friendliness and a positive and supportive environment. This process is a two-way exchange and at times, students in our community do not uphold the values and cornerstones of the College. P-12 expectations are outlined with details for consequences for breaches of the values. The primary aim is to foster a community of students who uphold our values, but in the event of a breach, can be restored to community. If a breach of community expectations is observed: BE CALM

BE IMMEDIATE

BE CONSISTENT

BE FAIR

Strategy

Words /Actions

PROMPT

Provide a verbal and/or visual cue. Low key responses.

REDIRECT RE-TEACH

Restate the expected behaviour

BE FIRM

State and demonstrate the positive behaviour expectations. Have students demonstrate or say it back to you. Provide immediate feedback.

PROVIDE CHOICE

Apply an APPROPRIATE CONSEQUENCE

(Re-engage or have a consequence applied) A statement of two alternatives - the preferred or desired behaviour and a less-preferred choice (logical consequence). Pause after providing the choice and when the student chooses wisely, provide positive feedback. Consequence is applied. If the student does not choose the desired behaviour, refer to the staged approach below.

The P-12 Behaviour Management Plan is founded on effective behaviourmanagement strategies which are outworked through: • • • • •

•

Knowing each child and building positive relationships between staff, students and families Life Group agreements based on the 7 Shield values A positive reinforcement system Calm, immediate, consistent, fair and firm responses to behaviours Understanding the student and the elements of each child’s learning experience, namely: Personal Interests and Strengths, Social and Emotional Skills, Literacy and Numeracy Skills, SECRET Skills and Entrepreneurial Skills and Collaboration with Support Services, staff, families and external services to align Community Expectations.

EFFECTIVE TEACHING At Hillcrest Christian College our aim is to provide a safe and positive environment to genuinely and actively engage students in learning experiences whether they be social, emotional, academic, spiritual or physical. The goal of a Teacher is to: • • • •

Provide a safe, positive and productive learning environment. Establish and maintain purposeful and logical routines with clear expectations. Ensure student wellbeing is maximised. Manage the physical space and resources to optimise engage learning.

It is vital that the College’s community expectation management process build community and respond to breaches of values through authentic dialogue, understanding and the opportunity to retore relationships. This allows students to develop as selfmanagers and subsequently foster positive behaviours in a caring, supportive environment. This in essence is effective teaching. Effective Teachers have the skills to manage classroom and learning spaces and are efficient and capable of positively affecting the lives of students. There are three characteristics of an Effective Teacher:

Three important factors foster Effective Teaching practices – emotional support, organisational support and instructional support. Leading on from this, an Effective Classroom/Educational Space/Outdoor Space occurs when the environment is well ordered, expectations are positive and are taught explicitly.

1. Has positive expectations for student success. 2. Is an extremely good classroom manager. 3. Knows how to facilitate lessons for student mastery. PROACTIVE PRACTICES • • • • • • • • • • • • • •

Be CALM, CONSISTENT, IMMEDIATE, FAIR and FIRM. Be proactive, rather than reactive. Begin with the end in mind – where are the students heading and how can you plan your part in their journey. Foster student agency - invite students to engage in learning, be involved in activities and the community. Use co-agency to establish a classroom agreement and hold students accountable to it. Connect with students – greet them by name, be courteous, smile and be kind, caring, loving and capable. Establish well-managed classroom procedures – routine and consistency are important. Have a task-oriented, predictable environment. Be planned and prepared. Be in close proximity to students (Teacher proximity). Be committed to the College’s vision, mission and values; follow college-wide procedures. Teach students how to follow procedures responsibly. Remind students of procedures and affirm that they have been done correctly to transition them from procedures to routines. Collaborate with colleagues to improve student learning. 21 Bridgman Drive, Reedy Creek Q 4227 | PO Box 2503, Burleigh Waters Q 4220 | 07 5593 4226 | hillcrest.qld.edu.au | office@hillcrest.qld.edu.au ACN 010381334 ABN 68 947 459 366 CRICOS 01043C Hillcrest Christian College is an interdenominational ministry of Reedy Creek Baptist Church and is operated by Hillcrest Christian College Ltd.

RESTORATIVE PRACTICE a ‘tool’ for effective expectation management Restorative Practice in a school environment, has been developed from the Restorative Justice approach derived from the youth justice system. It is a philosophy and continuum of processes from informal chats to formal structured conversations or mediation. Restorative Practice is based on the following premise: • • • • • • •

Conflict causes harm that needs to be repaired. Fight or flight are generally inappropriate responses to conflict. We do not run away or give in to conflict. We do not pay back. Conflict needs to be addressed by all parties, preferably fact-to-face, in a structured, safe environment. Parties involved in a conflict, wrongdoing or misbehaviour need to be actively involved in the process of resolution. Using Restorative Practice is not a ‘soft option’. Core values include respect, inclusion, accountability and commitment to relationships. Participants learn social and emotional skills they will use throughout their lives such as: active listening, facilitating dialogue, problem-solving, expressing emotion appropriately, developing personal awareness, empathy and taking responsibility. Logical and appropriate consequences are still used (timeout, tracking cards etc) are still used, but in the context of Restorative Practice – what can be done to make things right?

ENGAGING IN DIALOGUE When responding to situations, encourage open communication and dialogue to unpack the event. The Teacher should ask questions such as: • • • • •

What happened? What were you thinking of at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you think you need to do to make things right?

The Teacher should also facilitate a discussion with the student/s who were affected by the behaviour and discuss: • • • •

What did you think when you realised what had happened? What impact has this incident had on you and others? What has been the hardest thing for you? What do you think needs to happen to make things right?

THE 4 STAGE SUPPORT PROCESS The support process is divided into 4 stages: Stage 1: This stage is Teacher / Staff managed and involves minor breaches that do not adversely affect others. It includes effective classroom and duty management and a positive reinforcement of expectations. Stage 1 Examples: Stage 1 Models of Intervention / Proactive Strategies • • • •

KIOSK (TASS) Student Profile – Shield elements of learning Teacher – Teacher communicationTeacher – Parent communication Mentoring / Coaching – Peer Teacher – Pedagogical Framework Classroom Observations

• • • • • •

Negative interactions Low level rudeness Minor disruptions Not working to capacity Classwork / Activities not complete Inappropriate language

Stage 2: This stage is Teacher / Staff managed in consultation with Year Level Team/DHoLC - Pastoral/YLL//HoLA/HoH/HoF and involves ongoing minor breaches, or breaches that begin to adversely affect others. Stage 2 Models of Intervention / Proactive Strategies Stage 2 Examples: • • • • •

Teacher – DHoLC/YLL/HoLA/HoH/HoF communication Teacher/YLL/HoLA/HoH/HoF – Parent communication Referral Form – Wellbeing Team for behaviour/wellbeing Teacher – Parent meeting Groups / Course eg collaboration, group counselling, mentoring program, social skills program, community service

•

Stage 1 escalations (3rd reminder or more)

• •

Disrespect toward others Behaviour beginning to impact on others

Stage 3: This stage is Year Level Team / YLL / HoLA / HoH / HoF managed in consultation with Deputy HoLC - Pastoral and involves ongoing minor breaches and/or behaviours that adversely affect others and are considered disruptive / major behaviours. Stage 3 Models of Intervention / Proactive Strategies • • • • • • • • •

Referral to external paraprofessionals Multi-agency collaboration Behaviour - Academic contracts Intensive academic support Intensive social skills teaching Parent meeting Parent Collaboration Restorative Practices strategies Accountability and ownership of behaviours

Stage 3 Examples (affect others): Ongoing minor breaches Defiance Fighting / physical contact Abusive inappropriate language Bullying Vandalism Theft / wilful damage

• • • • • • •

Stage 4: This stage is Deputy HoLC - Pastoral managed in consultation with HoLC and involves ongoing major breaches and/or sever behaviours that adversely affect others. Stage 4 Examples (affect others): Stage 4 Models of Intervention / Proactive Strategies • • • • •

Parent meetings Strategies for change and details of consequences explained Inform staff of actions Restorative Practices strategies Community Service

• •

Ongoing major breaches

• •

Major breach of academic policy

Serious physicality with another student Prohibited substances

Aim to restore child to community.

Prep – 12 INTERVENTION SUPPORT FLOWCHARTS The Intervention Support Flowcharts align the P-12 vision for Community Expectations for students. Please refer to these flowcharts as a reference for the procedures, communication, administrations and feedback loop required at each stage of intervention. Throughout the process, collaborate with key stakeholders in each Learning Community including, but not limited to YLL/HoLA/HoH/HoF, Deputy Heads and Heads of Learning Community.

Start children off on the way they should go, and even when they are old they will not turn from it. Proverbs 22:6

JLC INTERVENTION SUPPORT FLOWCHART

Consult with

DHoLC

MLC INTERVENTION SUPPORT FLOWCHART

SLC INTERVENTION SUPPORT FLOWCHART

Student Recognition and Awards “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” Colossians 3:23-24 The vision and mission of Hillcrest Christian College is to create a positive and caring environment in which our young people are educated and prepared for success, equipped with knowledge and skills, empowered to commit to action and energised to serve and live the gospel of truth in the world in which we live. Recognising the contributions and achievements individual students make in their journey here at Hillcrest is an important element of our mission. Underpinned by our motto of “Excellence in Christ”, we aspire to recognise student achievement and contributions that align with the College Shield. We acknowledge that we each have different gifts, according to the grace given to each of us, (Romans 12:6) and offer multiple pathways for students to cultivate their personal interests and strengths, both in- and out-side the classroom. By recognising and acknowledging personal interests and strengths, we can drive engagement for students to support them to achieve both academic and personal growth. The aim is to “Recognise” and “Award” student excellence in curricular, co-curricular, cultural, service and community activities.

RECOGNITION verses AWARD It is important to highlight the key and vital difference between a student ‘Recognition’ and a student ‘Award’. By definition, a RECOGNITION is the acknowledgement of the existence or validity of something such as values driven behaviours, through the upholding of Community Expectations, academic excellence or service, creative or sporting achievements. An AWARD is a mark of recognition given in honour of an achievement. Recognition is not earned but is an acknowledgement of what has been achieved. An “Award” is the consistent “Recognition” of excellence in curricular, co-curricular, cultural, service and demonstration of values within these community activities. The emphasis is on individual student achievement and falls under the following categories: • • • • • • •

Academic Performing Arts Sport Cultural and Community Service Co-curricular Shield Educational Domains 21 Bridgman Drive, Reedy Creek Q 4227 | PO Box 2503, Burleigh Waters Q 4220 | 07 5593 4226 | hillcrest.qld.edu.au | office@hillcrest.qld.edu.au ACN 010381334 ABN 68 947 459 366 CRICOS 01043C Hillcrest Christian College is an interdenominational ministry of Reedy Creek Baptist Church and is operated by Hillcrest Christian College Ltd.

Student “Recognition” and “Awards” are presented at a range of formal and informal College events and functions including Celebration Evenings and Assemblies as outlined in the P-12 Scope and Sequence. Student Recognition is linked with our College values of Integrity, Respect, Courage, Service, Humility, Diligence and Discernment and is not associated with personal reward or expectation. The recognition of students by presenting awards considers values-driven student behaviours, such as attitude, commitment, dedication, sportsmanship, as well as the level of competition or degree of difficulty of the activity. While some of the awards will be automatic once the level of achievement has been reached, the relevant Head of Learning Community has discretion in acknowledging student achievement through the presentation of awards. An important aspect of the awards is that the activity being recognised must related to College activities. Achievements outside the College can be considered in determining whether a student has reached an appropriate standard. In exceptional circumstances, awards can be presented if the student has also represented the College at an appropriate level in activities outside of the College.

Educational Support A culture of care Facilitating a world leading, future-focused educational experience; underpinned by a Biblical world view.

Educational Support THE ROLE OF SUPPORT SERVICES All students are unique in their strengths and areas for development and subsequently have a diverse range of learning needs. Partnerships with Parents and Carers are critical to student success as parents hold valuable knowledge about their child. Knowing the student is critical to the student flourishing and achieving success overall. Classroom Teachers and Life Group Teachers have the important role of knowing their students, building strong relationships and catering for the diverse learning needs in their classes. At times, depending on student profiles, personal circumstances of the time or demands of the stage of learning, a student may need additional support to maintain or enhance their overall growth and development. When this support is required, it is important for varying staff expertise to come together to determine the best pathways for students. These collaborative teams support students to thrive by identifying barriers to learning and/or prosocial/emotional behaviour. The team recognises the critical role of external specialists to the education of students and works with parents to refer on to Heath Care Professionals and Services as required so that this input can be transferred to the College context. The College has a range of support services and programs to support students and families: • • • • • •

Support Services Committees Learning Support Programs including individual Educational Plans / Individual Support Plans / Pathways Gifted and Talented Programs Counsellors (JLC, MLC and SLC specific) Chaplains (JLC, MLC and SLC specific) Other Resources: Be You/ Mental Health connections, RightNow Media resources, School TV, Stymie

THE SUPPORT SERVICES COMMITTEE The Support Services Committee is a designated team with varying skills and roles, who meet weekly to discuss referred students. This team work collaboratively to discuss individual profiles and determine appropriate support pathways for each student. This may include internal assessment, learning adjustments through the College Learning Support Teacher, Gifted and Talented Coordinator, College Counsellor or, where needs identified are beyond the qualification and specialist areas of the College staff, through external specialist support such as psychologists, paediatricians and other allied health services. ‘May integrity and uprightness protect me, because my hope, Lord is in you.’ - Psalm 25:21

Support Services THE SUPPORT SERVICES COMMITTEE

The Senior Learning Community Support Services Committee consists of: The Deputy Head of Pastoral Care, the Director of Support Services or nominated staff member, Heads of House as invited, College Counsellor and Senior Learning Community Chaplain (as invited). The Middle Learning Community Support Services Committee consists of: The Deputy Head of Learning, Head of EQ, or IQ, the Director of Support Services, College Counsellor and Middle Learning Community Chaplain (as invited). The Junior Learning Community Support Services Committee consists of: The Deputy Head of Pastoral, the Director of Support Services, College Counsellor and Junior Learning Community Chaplain (as invited).

REFERRAL PROCESS

Referrals can be made to the Support Services Committee by creating a PC ENTRY Support Services Referral in TASS (via KIOSK), for students who present with intellectual, physical, social or emotional needs which are impacting their learning and inhibiting their wellbeing. The initial referral is to be submitted via this TASS process and will be received by the Deputy Head of Pastoral (Learning) in the corresponding Learning Community. Referrals to the Support Services Committee can be made by College staff. This may occur by a range of staff after observation or consultation with students, support staff and/or parents and carers. A professional Code of Conduct binds the Support Services Team to respect the confidentiality of all students and information will only be shared in a professional manner with those staff who will require this to support the student in having a safe learning environment. All elements of an individual’s student profile including anecdotal notes, classroom and college data collection, current support plans, absentee data, tracking of grades and sickbay data inform decisions in relation to the Wellbeing Services that are accessed. It is the role of the Deputy Head of Learning Community to close the feedback loop with referring staff and key stake holders regarding any actions or support required. Life Group Teachers and Classroom Teachers are to be made aware of any wellbeing referrals and any action taken.

ACCESSING EDUCATIONAL SUPPORT SERVICES To refer a student to the Support Services Team (Counsellor/Learning Support/Pastoral Care/Mentor) please take one of the following actions:

Accessing Support Services

STUDENTS

STAFF

PARENTS/CARERS

Speak to:

Discuss concerns with:

Life Group Teacher

YLL / HoLA / HoH / HoF

YOUR CHILD’S TEACHER

Teacher / Aide OR Deputy Head of Pastoral / YLL / HoLA / HoH / HoF OR

DHoLC

Complete a PC ENTRY Support Services Referral

Chaplain

YLL / HoLA / HoH / HoF

Who will discuss concerns with

Deputy Head of Learning Community

Staff member to create:

PC ENTRY SUPPORT SERVICES REFERRAL in TASS

*Alert is sent to Deputy Head of

*ENSURE LIFE GROUP/CLASSROOM TEACHER NOTIFIED OF ACTION

Learning Community to action

LEVELS OF CONCERN – PRIORITY LEVELS (A priority level is given based on the needs of a student) Low-Level Concerns: addressed at a Class Teacher / Life Group Teacher level

e.g. Low level stress and anxiety, Low level academic stress, Study skills / organisational skills support, Friendship issues

Mid-Level Concerns: initial investigations addressed at a HoH, HoF, HoLA, YLL, Life Group Teacher, Chaplain level

e.g. Anxiety beginning to impact functioning, Absenteeism, Recurring trips to sick bay, Disengagement from class / friendship groups, Acting out, Repeated outbursts / patterns of behaviour causing concern

High-Level Concerns:

referral to College Counsellors

e.g. High level stress and anxiety / Mental Health concerns that impact functioning, Depression, Isolation, Grief / loss / trauma, High level family / home concerns, Complex wellbeing issues

THE SUPPORT SERVICES COMMITTEE AGENDA (Sample Only) • • • • • • • •

Welcome and Introduction/ Prayer (Chair/Facilitator) Brief outline of purpose of Support Services meeting Deputy Head of Learning Community - or other appropriate team member invited to share student profile including data collection of strengths and educational needs. Team members collaborate about the student’s strengths and educational needs and most appropriate steps forward. An action plan is developed (including what, who, when, etc) with follow-up actions outlined. A case manager is assigned. Notes are written up and a priority level is assigned with a relevant action plan. Minutes are recorded and stored securely on Teams.

Support Services Meeting Agenda

Term: Click or tap here to enter text. Week: Click or tap here to enter text. Date: Click or tap here to enter text. *Meeting notes stored securely on TEAMS

1. Open in Prayer 2. Highlight Attendees  HoLC  DHoLC  Counsellor  Director Support Services  Chaplain  Other: 3. Outline purpose of meeting Student Review New Students:

Review Students:

Agenda Items • Develop action plans • Assign Case Manager • Assign Priority Level • Notes

Individualised Learning – Learning Support The College operates a highly effective Prep - Year 12 Learning Support department led by the Director of Support Services. It is staffed by a team of qualified teachers and aides. The aim of Learning Support is to identify barriers to learning as early as possible, and to work with children and their parents to support individualised learning pathways so they can fulfil their potential. The early identification of these needs is fundamental to implementing a successful strategy of support.

IDENTIFICATION STRATEGIES The College uses a variety of strategies to identify the specific needs of individual children. Central to this process are the observations made in the classroom by the Teacher, formative and summative assessments and the standardised testing that occurs at the end of each year or at enrolment. Student profiles are developed, and information is stored both on TASS and on the learning Analytics data base. Where concerns are evident, Teacher referrals are made to the Support Services Committee by creating a PC ENTRY Support Services Referral in TASS (via KIOSK). Referrals to Learning Support may lead to classroom observation, parent consultation or to the implementation of additional standardised and diagnostic tests. Action plans may include short term intervention support or a referral to an external professional; parents are included in the process to provide the best possible outcome for the individual child. Parents and carers may also contact Learning Support and seek assistance directly.

COMMUNITY PROCEDURES

JLC In Years Prep– 4, the classroom teacher will adopt several strategies: 1. Employ formative and summative assessment to monitor outcomes (linked to grade rubric) 2. Administer standardised and diagnostic screening tests • • • •

Reading: PM benchmark tests, PAT-R, ILR Screeners, Progressive Reading Tests Spelling: ILR high frequency graded lists, Hillspell lists Maths: PAT-M OLSAT (Grades 2 & 4)

Learning Support Staff may conduct further investigation of students below benchmark or displaying social/emotional behaviours that are impacting learning: • • • • •

Reading: YARC -Early Reading & Passage Reading, PROBE Spelling: South Australia Spelling Test TAPS- Test of Auditory Processing Peabody Language Test Classroom observation

MLC In Years 5– 8 the classroom teacher will adopt several strategies: 1. Employ formative and summative assessment to monitor outcomes (linked to grade rubric) 2. Administer standardised and diagnostic screening tests • • • •

Reading: PAT-R, Spelling: WTW (5-6) Maths: PAT-M OLSAT (Grade 6)

Learning Support Staff will conduct further investigation of students below benchmark or displaying social/emotional behaviours that are impacting learning: • • • • •

Reading: YARC -Early Reading & Passage Reading & PROBE Spelling: South Australia Spelling Test TAPS- Test of Auditory Processing Peabody Language Test Classroom observation

SLC In Years 9– 12 the classroom teacher will adopt several strategies: 1. Employ formative and summative assessment to monitor outcomes (linked to grade rubric) 2. Administer standardised and diagnostic screening tests (9-10) • •

Reading: PAT-R, Maths: PAT-M

Learning Support Staff will conduct further investigation re students below benchmark or displaying social/emotional behaviours that are impacting learning: • • • •

Reading: NEALEs Analysis, Holborn Reading Scale Spelling: South Australia Spelling Test Classroom observation OLSAT

SUPPORT STAFF As students’ progress through each Community, a hand-over of information occurs to ensure continuity. The Director of Support Services oversees Learning Support and the Gifted and Talented Coordinator oversees the Gifted and Talented program in each Learning Community. Learning Support Teachers in each community case manage students with an identified disability or support needs. Teacher Aide support is also a vital component of each Learning Community. Aides work with students individually or in small groups.

INDIVIDUAL STUDENT PLANS AND PATHWAYS Students with identified disability require an individual plan. This plan outlines key information pertaining to the student's identified impairment, and the associated activity limitations and participation restrictions. The plan is developed in consultation with teachers, parents and learning support staff. Students who are verified under State Government Education Adjustment Program have an Individual Education Plan (IEP); the areas of focus are Curriculum, Communication, Social participation and Emotional Wellbeing, Learning Environment Access, and Health & Safety. Together the key stakeholders develop learning goals for the student and record strategies and adjustments needed to reach these agreed learning outcomes. Students who have a disability, but the disability does not meet criteria for State verification funding (EAP) have an Individual Support Plan (ISP). The area of focus is specific to the student’s disability and is developed in consultation with Teachers, Learning Support, Parents or Carers. A formal review of plans occurs twice a year in Prep – Year 8 and annually in Years 9 – 12. Collaboration between Parents, Teachers and Learning Support occur throughout the year, with adjustments being continually reviewed and monitored. This includes adjustments in relation to exams and assessments. In Years 11 and 12 the Learning Support Team in collaboration with Teachers, external professionals and Parents develop a submission to AARA (Access Arrangements & Reasonable Adjustments) for those students requiring special provisions for exams and assessments. As per each student’s individual plan, students may receive additional support in class, groups or one on one support in the spaces provided in each community. Students may access one on one Literacy Intervention programs or Social Skills programs. These programs are administered by trained Aides or Learning Support Teachers. As students have progressed through each Community a hand-over of information occurs to ensure continuity. The previous adjustments and programs are continued where appropriate and re-evaluated on a regular basis as students continue to grow and mature. A regularly updated list of students with their learning/support needs is made available to all teaching staff in TASS. Year 9 and 10 students who require support to access the mainstream curriculum, in consultation with parents, can access a modified program. Significant adjustments are made to allow a student to achieve a level of success. In Year 11 and 12, the pathway of each student on an individual support plan is developed in collaboration with Teachers, the Learning Support team, and Parents. Every opportunity is provided

for students to access and participate in general or applied subjects to meet the requirements of the Queensland Certificate of Education (QCE). In addition, to meet the QCE Literacy and Numeracy requirements, the College has implemented curriculum courses (QCAA short courses in Literacy and Numeracy) for students during their senior years. For those students with an identified impairment who require an individualised senior program, they can access a Queensland Certificate of Individual Achievement (QCIA) pathway, which recognizes the learning achievements of each student. Senior students also access the support of the College Careers Coordinator who networks with employers, TAFE and organisations to develop a program of study and ‘school to work’, which sees their skills developed and a career path planned.

Image 4. P-12 Flowchart: Determining Adjustments for Students for Academic Outcome review

INDIVIDUALISED LEARNING – JLC ACADEMIC OUTCOMES Learning Support Flowchart Student requires support for ACADEMIC OUTCOMES

Teacher actions if concerned a student isn’t meeting academic outcomes: - Invite student to lunch time tutoring / after school library tutoring - Contact Parents/ Carers detailing academic progress or other concerns - Check previous School Reports, NAPLAN and PAT scores, notes in TASS (Parent/Carer interviews or external reports) - Apply adjustments in class as appropriate If student continues to not meet expected academic outcomes – complete TASS: PC Entry

Teacher actions if made aware of new diagnosis / external testing: - Include Learning Support Teacher in correspondence with Parent/Carer and forward Learning Support contact email to family.

Submit referral on TASS – PC Entry under ‘ACADEMIC’ Teacher to include description of concerns, any strategies effective for this student and any past concerns. Entries will be reviewed and referred to learning Support if needed by Head of Learning and Alignment - Intellectual Learning Support begins investigation Complete Class Observations

Complete Appropriate Testing Analysis of Results

Learning Support Teacher to meet and collaborate with Parents and Teachers Possible Pathways Referral to External Professional

No Diagnosis

IEP Pathway Diagnosis meets Verification or NDIS

ISP Pathway Diagnosis meets NCCD criteria

Support Plan developed SUPPLEMENTARY adjustments

Monitored Students (no formal diagnosis) Quality Classroom Differentiation Short-term intervention programs, as needed. Continued access to lunch time tutoring with specific goals set by the teacher.

Periodic reviews via classroom data and standardized testing.

INDIVIDUALISED LEARNING – MLC ACADEMIC OUTCOMES Learning Support Flowchart Student requiring support for ACADEMIC OUTCOMES

Teacher actions if made aware of new diagnosis / external testing: - Include Learning Support Teacher in correspondence with Parent/Carer and forward Learning Support contact email to family.

Complete Appropriate Testing Analysis of Results

Learning Support Teacher to meet and collaborate with Parents and Teachers Possible Pathways Referral to External Professional

No Diagnosis

IEP Pathway Diagnosis meets Verification or NDIS

ISP Pathway Diagnosis meets NCCD criteria

Support Plan developed SUPPLEMENTARY adjustments

Monitored Students (no formal diagnosis) Quality Classroom Differentiation Short-term intervention programs, as needed. Continued access to lunch time tutoring with specific goals set by the teacher.

Periodic reviews via classroom data and standardized testing.

INDIVIDUALISED LEARNING – SLC ACADEMIC OUTCOMES Learning Support Flowchart Student requiring support for ACADEMIC OUTCOMES

Teacher actions if made aware of new diagnosis / external testing: - Include Learning Support Teacher in correspondence with Parent/Carer and forward Learning Support contact email to family.

Complete Appropriate Testing Analysis of Results

Learning Support Teacher to meet and collaborate with Parents and Teachers Possible Pathways Referral to External Professional

No Diagnosis

IEP Pathway Diagnosis meets Verification or NDIS

ISP Pathway Diagnosis meets NCCD criteria

Support Plan developed SUPPLEMENTARY adjustments

Monitored Students (no formal diagnosis) Quality Classroom Differentiation Short-term intervention programs, as needed. Continued access to lunch time tutoring with specific goals set by the teacher.

Periodic reviews via classroom data and standardized testing.

GIFTED AND TALENTED Overview In the College, we recognise that giftedness is potential, and talent is the outworking of that potential. Underpinning our practice with ‘Gagne’s Model for Giftedness and Talent’, we use a variety of general ability and academic assessments to determine giftedness, to assess which programs best suit individual students. We understand that gifted students may present as high achievers, low achievers or underachievers. All these gifted students require programs to help them reach their full potential. Definition and Understanding of Giftedness Gagne’s model of giftedness and talent, provides an understanding of giftedness and talent, which is world-recognised.

Giftedness = Potential Talent = Outworking of the gift into skill or ability Sometimes Giftedness = Talent Sometimes Giftedness ≠ Talent A traditional view of a gifted student is that they are A students and are quiet and compliant. Whilst this is true for a percentage of gifted students, it is also quite the opposite for others for a range of reasons.

Giftedness + Positive Catalysts = Talent • Some students appear to ‘get there’ all by themselves. They are identified as ‘gifted’ because of their ‘talent’. • Many students won’t ‘get there’ without intervention of some sort. • Some students ‘get there’ later in life once they leave school. • Some students never ‘get there’. • Helping gifted students in not a ‘bonus’ or optional extra; it’s a professional responsibility “Within Gagne’s model, the school and community’s responsibility is to seek out students who are gifted but not yet talented and assist them to develop their abilities into achievements, as well as recognizing and further assisting those talented students who are already performing at high levels.” P. 7 Gifted and Talented Education: Professional Development Package for Teachers Module 1 – Primary Characteristics of a gifted student We determine IQ using a range of ability assessments. Once a student is determined to be gifted, they may present in the following ways: • High Achievers – typically achieving well in class across a range of subject areas • Underachievers – often not achieving well in one or more areas • Low Achievers (Twice Exceptional) • Under or Low achievers due to ESL Twice exceptional students These students have a high IQ but also possess one or more disabilities which can inhibit the outworking of their giftedness. It is important that these students are recognized as gifted and not disadvantaged due to their disability. These can include ASD, ADHD, Dyslexia, Dysgraphia and anxiety.

Programs and Provision to cater for gifted students At Hillcrest we offer LUMOS and FLARE which are designed for gifted and talented students and also gifted students who need help to outwork their giftedness into talent. We acknowledge that gifted students can be ‘at risk’ of underachievement and other issues later in life if there is no intervention. We also have the provision for acceleration either for all subjects or in one subject. This is not widely used, as LUMOS and FLARE are the main methods of meeting the needs of gifted and talented students, but it is an option where deemed appropriate. LUMOS Entry Requirement The minimum entry requirement for LUMOS is usually 135 on one or more ability assessments. All students complete a SLOSSON assessment prior to entry. Other recognized assessments are a WISC (completed by a psychologist) or OLSAT. Lumos is a full-time program and is tailored to suit students from Years 3 – 9 who are generally highmoderately to exceptionally gifted. Students in the LUMOS program, while studying the Australian Curriculum, may do so at a more rapid pace (curriculum compacting), in more depth, or in a different context to their mainstream counterparts. LUMOS provides more than just academic extension in fact, gifted students don’t just require harder work, but different work which allows for the use of higher order thinking skills, real world applications and the development of SECRET Skills. Students in LUMOS do not need to be excelling in every area academically. Whilst most do, some are working towards that and need to be in an environment where teachers can support and understand their giftedness even if their talent is inconsistent. In some cases, it is acceptable that a LUMOS student may receive a B or even a C in a certain subject. In years 3 – 6 most students are in LUMOS for all subject areas. In years 7 – 9 the LUMOS specific subjects are English, HASS, Maths and Science. In these year levels there is the option to be in LUMOS for English/HASS or Maths/Science only. Gifted students, whilst having a high IQ, may have a lower EQ. Therefore, developing the emotional intelligence of LUMOS students is a large focus and it is embedded through the program. Assessment tasks may be extended or altered to cater for specific needs of the Gifted and Talented students in the class; however, they are graded against their relevant cohort’s Achievement Standard. Students in LUMOS do not need to be excelling in every area academically. FLARE – Prep – Year 6 Entry Requirements: • IQ – 115 – 135 and /or • High ability in a certain subject area FLARE caters for mildly to moderately gifted students or those who have high ability in one or more areas and require further extension. FLARE classes target different specific areas from time to time, but mostly cater for Mathematics and English. Classes run weekly and start from Term 2 in Prep, all the way through to Year 6. FLARE is very open-ended and caters for the needs in the group at a given time.

Maths FLARE Maths is problem solving based. Students are introduced to problem-solving skills right from Prep and all use the George Polya’s problem solving method at an age-appropriate level. Prep – Year 2 students access this using ILR modified resources if necessary. Students solve a range of different problems in both formal and informal settings. In Years 4 – 6, students take part in the APSMO Math Games and Math Olympiad competitions as part of FLARE throughout the year. English FLARE English is very literature focused with students studying a range or authors and novels. There is a focus on the development of higher order comprehension skills and vocab, as well as a variety of written responses and comparisons. Where movies exist for novels, these are often viewed, and comparisons made. Author visits or virtual visits have also happened at times. i-Time (Years 3 and 4) I-Time focuses on developing SECRET Skills that will drive effective research and application of that research. This is extremely open-ended and what is covered depends on the group at any given time. • Find out about all that they could explore – what do you want to learn today. • Learn how to come up with great questions to help their inquiries • Learn how to access relevant information from reliable online sources • Learn how to share what they have discovered in their own words • Learn skills of independence and collaboration • Apply discoveries to solve real world problems Acceleration and other provisions The following provisions are available and used occasionally where an individual need arises. Acceleration can be for all subjects or for a single subject. Occasionally it would be appropriate to move a Prep student straight to Year 1 as LUMOS is not offered in the younger year levels. There could be a student in Year 4 going to LUMOS only for Maths. In this case, timetables are worked out between the individual teachers. There have been students in Year 6 LUMOS, for example, going to Year 7 LUMOS for Maths. This is where they are way ahead of the rest of the group, and this is appropriate. All of these cases are worked out on an individual basis, and require negotiation between teachers sometimes working in different areas of the school (between MLC and SLC for example). Identification Methods At Hillcrest, we gather a wide range of data in order to determine giftedness and to ascertain which learning environment/s suit individual students. Subjective Assessments • Observations by teachers, parents, peers and individual students • You ‘get a feel’ about a student

Objective Assessments • Standardized tests of ability or achievement • Other assessments to gain insight into achievement or ability Ability Assessments (Giftedness) • OLSAT – Otis-Lennon School Ability Test • SLOSSON • Ravens • AGAT – Acer School Ability Test • WISC – administered by psychologists Achievement Assessments (Talent) • NAPLAN • PAT Testing • ICAS Tests • Class Assessments – tests, assignments and projects Routine Assessment Schedule In order to identify as many gifted students as possible, given that many underachieve or have underlying issues masking their giftedness, we have a routine assessment schedule. OLSAT Written multiple choice, pencil and paper test. • All Year 2, 4 and 6 students • New students

SLOSSON This is a one-on-one verbal assessment so very time consuming. Therefore not every student will complete this assessment. • New students before starting school where there is evidence that they may be highly gifted and a LUMOS candidate (Jeff’s recommendation) • Students who achieve a high OLSAT score. • Other students of interest What is done with the data? The data of all students within any of our gifted and talented programs is kept in spreadsheets and updated and monitored regularly by the G and T Coordinator. Data is also kept on students for the purpose of watching them for the future.

Where to find student data on TASS

ABOUT OUR COLLEGE COUNSELLORS AND CHAPLAINS Counsellors The College offers a “Short Term Intervention” counselling service to students. Counselling support occurs within the College environment, where students can gain access to qualified counsellors. Students are able to explore issues which are impacting on their personal, social, emotional, academic or physical wellbeing. The aim of counselling is to provide students with a safe space to talk freely about any concerns or issues that may be impacting their life. Counselling sessions aim to equip students with knowledge and strategies to address issues in a healthy and productive way. Counsellors work from a strengthsbased framework that equip students with skills and strategies to increase their confidence in navigating future challenging situations. Our counsellors may also advocate on behalf of a student or meet with teachers or families on their behalf where needed. If a student’s counselling support needs extend beyond the capacity of the College's support services, the Counsellor will recommend referral to external services. The Counsellor will also support the student and/or parents and carers in connecting with the appropriate external service. Students can access up to 5 x 40-minute counselling sessions per term in SLC / MLC and 8 x 20minute counselling sessions per term in JLC. This framework is to ensure all students have access to counselling services without having to go on extensive wait lists. Variations to this can be negotiated on a discretionary basis, with the approval of the relevant Head of Learning Community. At the conclusion of counselling sessions, the College Counsellor will communicate next steps with the student, family and teacher. This may include a referral to external agencies, further information or being equipped with strategies to support the student post counselling short term intervention.

Chaplains Our Chaplaincy Team are available to support with a broad range of issues such as spiritual / faith issues or concerns, friendship concerns, conflicts between students and general stress and worry over schoolwork or grades. For issues of this nature students are encouraged to connect with our College Chaplains, who are there to mentor students through these difficulties in life.

THE TASS (KIOSK) PROCESS Hillcrest Christian College use the TASS School Management System to receive, process and store information for each student. It is a web-based system that exits to make College processes easier, connect members of the College community and share data at any time. Individual student information and ‘Intervention Support’ stored on KIOSK is confidential and staff are always bound by the College Code of Conduct to access this information with utmost respect and integrity. All mail correspondence with Parents/Carers is to be sent out via KISOK, with follow up emails (or return emails) transferred to KIOSK for permanent record. The only exception to this is in the event of a correspondence with only 1 Parent/Carer. In this instance, an individual email can be sent via ‘Outlook’ with a copy of the email transferred to KIOSK. Please ensure when recording a student note, that all information is factual and objective. Notes can be used at a later date for follow up, or to complete an action plan for Academic, Behavioural or Wellbeing purposes. The protocol for Notes is: 3 lines max plus attachment • Incident • Action • Consequence Plus a single attachment or multiple file compressed (.zip) Confidential Notes fall into 3 main categories: • Counselling Notes • Mandatory Reports • Complaints – Parent or Staff and are accessed by a select group of staff. *There may be occasions for Confidential Notes to be made outside of these parameters and decisions regarding this are made at the discretion of the Head of Culture and Wellbeing or Head of Learning Community. Please refer to the following KIOSK Process Flowcharts for procedures in the JLC, MLC and SLC.

Class Teacher, Specialist or Duty

Teacher / DHoLC automatically informed

* a consequence may be issued

Teacher liaise with YLL, consult DHoLC as needed

Academic, Behaviour and Uniform PC Entries to be entered by:

WELLBEING CONTACTS The Support Services Team will confirm the receipt of each referral and communicate their action plan to key stakeholders. While you are waiting for a response you may wish to utilise:

1. Kids Helpline www.kidshelpline.com.au 1800 551 800

2. Lifeline www.lifeline.org.au 13 11 14

3. Youth Beyond Blue www.youthbeyondblue.com 1300 22 4636

4. ReachOut.com https://au.reachout.com

5. Your local GP *Parents/Carers or students seeking a wellbeing referral, as a first point of contact, speak with a class or subject Teacher/Life Group Teacher/YLL/HoLA/HOH/HOF who can then direct their request to the wellbeing committee via the TASS process. *Staff requiring support, please speak directly with your Head or Deputy Head of Community.