Welcome…
Peter Moyes Anglican Community School Act justly
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honour God
PO Box 240, Quinns Rocks WA 6030 Australia Telephone: 08 9304 5500 ≈ Facsimile: 08 9304 5599 Email: admin@petermoyes.wa.edu.au Web: www.petermoyes.wa.edu.au ABN: 78832912273
Student Details Student’s Name:
Year & Class:
Home Address: Home Phone: Name of Parent/Guardian:
Email:
Name of Parent/Guardian: Work Phone Numbers: Doctor:
Doctor’s Phone:
Emergency Numbers: Police 131 444 or Crime Stoppers 1800 333 000 Peter Moyes Anglican Community School
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The Story of the Crest The School Crest fulfils two very important roles in the School. It is a graphic symbol telling a story about the School. It is also the logo or “trade mark” of the School. The Bishop’s Mitre shows the connection between the School and the Anglican Church. The Bishop has authority over the School so the Bishop’s Mitre sits at the top. The Shield contains several important symbols. The waves of the left panel indicate the geographic position of the School near the ocean. They also represent one of the meanings of the word ‘mindarie’, which is ‘place of green water’. The right panel contains three rushes/grasstree stems. This symbol has several meanings. It represents another meaning of the word ‘mindarie’, which is ‘dry leaves from a grasstree’. It also creates a link to the family name of Peter Moyes. ‘Moyes’ is Old French for the Hebrew word ‘Moses’. Moses as a young boy, was hidden from the Egyptian Pharoah’s men in the bullrushes by the Nile River. The open book represents learning. The Greek letters Alpha and Omega are early Christian symbols representing ‘the beginning and the end’, showing that learning continues all through life. The motto, ‘Act justly, honour God’ directly refers to two important parts of life. The first phrase, ‘Act justly’ sets a high ideal for all to aspire to in life, treating all as we would like to be treated. ‘honour God’, the second phrase, indicates the spiritual aspect of life that is important in order to lead a full and rich existence. To ‘Act justly’ and to ‘honour God’ require us to acquire the skills and knowledge to be able to act in this manner. Learning to acquire the attitudes, skills and knowledge to be able to ‘Act justly, honour God’ is our aim.
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Peter Moyes Anglican Community School
School Colours French Navy
Our School is named after Mr Peter Moyes who was the first Director of the Anglican Schools’ Commission that has established this school and others. These schools provide education in an Anglican tradition and make it accessible to as many people as possible. Mr Moyes was also Headmaster of Christ Church Grammar School for over 30 years from 1951–1981. One of the School colours for Christ Church Grammar is a navy blue and Moyes is originally a French word, hence French Navy.
Emerald Green
‘Mindarie’ has, as one of its meanings, ‘place of green water’.
Gold
This is an excellent trim colour, providing a very good contrast and creates a quality colour combination, and again relates to Christ Church Grammar School whose colours are navy blue & gold.
2011 Term Dates Term 1 Australia Day Public Holiday. . . . . Wednesday 26th January Staff commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday 27th January New Student Orientation. . . . . . . . . . . . . . . . . . . . . Friday 28th January Students commence. . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday 31st January Labour Day Public Holiday. . . . . . . . . . . . . . . . . . . . Monday 7th March Students and staff end term. . . . . . . . . . . . . . . . . Tuesday 19th April Good Friday (Public Holiday). . . . . . . . . . . . . . . . . . . . . . . . . Friday 22nd April Easter Monday (Public Holiday). . . . . . . . . . . . . . . . Monday 25th April Anzac Day (Public Holiday) . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday 26th April
Term 2
Using the Student Diary
The student Diary is an important document in terms of the development of responsibility and commitment to learning and appropriate behaviour. Each student owns their own student Diary and is responsible for its whereabouts and maintenance throughout the course of the school year. Diaries are to be kept neat and tidy and free from graffiti. The material a student places in the Diary is limited to its use as a learning and monitoring tool. Both parents and teachers should have access to the Diary at any time. The Diary should provide updated information on a daily basis, and should be signed off by parents and a member of the teaching team once a week.
Staff commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wednesday 4th May
The student Diary should be used in a variety of ways:
Students commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Thursday 5th May
By Students
Foundation day (Public Holiday). . . . . . . . . . . . . . . . Monday 6th June Students end term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thursday 7th July
»» To record all daily homework, assignments and the dates these are due.
Staff end term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday 8th July
By Parents
Term 3
»» To communicate with teachers concerning their child. »» To request or confirm interview and contact times with teachers. »» To respond to teacher communication. »» To sign off each week after viewing Diary entries.
Staff commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday 25th July Students commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday 26th July Students and staff end term . . . . . . . . Friday 30th September Queen’s Birthday (Public Holiday) . . . . . . . . . Friday 28th October
Term 4 Staff commence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Monday 17th October Students commence. . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday 18th October Students end term . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuesday 6th December Staff end term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday 9th December
By Staff »» To communicate with parents any information regarding the student’s academic, social and behavioural development. »» To enable teachers to initiate interview and meeting times. »» To sign off each week after viewing Diary entries. Please refer to the Student Handbook for complete and up-to-date policy statements.
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Middle & Senior School Timetable – Term 1
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Middle & Senior School Timetable – Term 2
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Middle & Senior School Timetable – Term 3
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Middle & Senior School Timetable – Term 4
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2011 Daily Times Senior School
Middle School
From 7.50am Supervision of students
From 7.50am Supervision of students
Period 1
8:10 – 8:55
Period 1
8:10 – 8:55
Period 2
8:55 – 9:40
Period 2
8:55 – 9:40
Period 3
9:40 – 10:25
Period 3
9:40 – 10:25
Recess
10:25 – 10:45
Recess
10:25 – 10:45
Period 4
10:45 – 11:30
Period 4
10:45 – 11:30
Period 5
11:30 – 12:15
Period 5
11:30 – 12:15
House Tutorial
12:15 – 12:50
Lunch
12:15 – 12:55
Lunch
12:50 – 1:30
Tutorial
12:55 – 1:30
Period 6
1:30 – 2:15
Period 6
1:30 – 2:15
Period 7
2:15 – 3:00
Period 7
2:15 – 3:00
Primary School Period 1
8:10 – 8:50
Period 2
8:50 – 9:30
Fruit Break
9:30 – 9:40
Period 3
9:40 – 10:20
Recess
10:20 – 10:40
Period 4
10:40 – 11:20
Period 5
11:20 – 12:00
Period 6
12:00 – 12:40
Lunch
12:40 – 1:20
Period 7
1:20 – 2:00
Period 8
2:00 – 2:40
Kindergarten Supervision of students from 8:05am. Monday & Wednesday OR Tuesday & Thursday 8:10 am – 2:40 pm END OF DAY
Supervision Before School »» Kindergarten & Pre-Primary Students. Supervision commences at 8.05am. »» Primary, Middle & Senior Students. Supervision commences at 7.50am.
Supervision After School »» Primary School. Students on site (not involved in Co-Curricular activities) are to report to Main Reception after 3:00pm. »» Middle & Senior School. Students on site (not involved in Co-Curricular activities) are to report to Main, Middle or Senior School Reception after 3.15pm.
2011 Daily Times Co-Curricular Primary, Middle & Senior School: Tuesday to Thursday afternoons Students will be supervised until collected. Please do so within 10 minutes of the conclusion of the activity. Please note: if you wish your son/daughter to walk home, please provide written notification to the supervising teacher. If activities conclude after dark/sunset, students will not be allowed to walk home and must be collected promptly by a parent/guardian.
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Peter Moyes Anglican Community School
Vision, Values & Beliefs Personal excellence, with compassion for others! – Peter Moyes (Official Opening Stage 3, 2002) At Peter Moyes Anglican Community School students are developing the vision and skills necessary for independent adult life. The development and use of high levels of literacy, numeracy and interpersonal skills are necessary for this growth to occur successfully. The School continues to adapt and grow with changing demands, while remaining committed to Anglican Christian ethics and values. These values support the academic and social development of staff and students. The purpose of the School, as a Christian community in the Anglican tradition, is to foster, model and build the following values and aims: »» Knowledge & Insight: The pursuit of truth through organised learning which is conducted in a manner emphasising collaboration and honesty. »» Equality & Compassion: Where all have the same value and rights as others in such a way that each is able to be oneself and enable others to be themselves in a spirit of equity, trust and the acceptance of diversity. »» Integration & Wholeness: Where all work to develop the inner capacity to organise the mind, body and spirit into a co-ordinated, harmonious whole. »» Confidence, Competence and Responsibility: Where all have realistic confidence that they have the skill to achieve in a positive manner, and are personally accountable for the development and good use of those skills, exhibiting respect for the rights of others. »» Self-worth: Where all know that others they respect and esteem know them and affirm that they are worthy of their care, respect and protection. Members of the School community are encouraged to explore Christian beliefs, to think, to feel, and to respect differences, without denigration of other identifiable value systems. We aim to develop each person’s faith within a community framework, to assist each in their own spiritual and social development. The School aims to focus on the needs of the whole person – intellectual, aesthetic, moral, spiritual, emotional, physical and social. These are incorporated in the total range of activities encountered day to day at School, commonly known as curriculum. Curriculum includes the formal academic component of school education, developing knowledge and insight into the world of learning and the integration of experiences from a range of sources such as the Co-Curricular program.
Members of the community of Peter Moyes Anglican Community School believe that: »» All students are able to learn. »» Learning is best conducted in a safe environment, where mistakes can be made without ridicule. »» The focus of School life must be a holistic one that includes the full and balanced development of each member of the School community. »» A healthy balance must exist between the demands of School and home life for all students, staff and parents. »» Learning is best when the learner integrates experience, imagination, information and application. »» Regular feedback is vital for teachers, students and parents. »» Students are recognised for their uniqueness Peter Moyes Anglican Community School
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Vision, Values & Beliefs Our sense of community is built around the quality of relationships between staff, students and parents and therefore is partially dependent upon staff welcoming parents into the School as much as possible, and associating with them on other occasions. Students need to communicate clearly and work with other students, staff and parents. Parents need to be involved with the School as much as possible, taking an active interest in the development of their own and others’ children. “It takes a whole village to raise a child.”
History of The School As noted earlier the School is a proud member of the Anglican Schools Commission of Western Australia’s network of schools. It opened in 2000 and was named in honour of Peter Morton Moyes. The significance of Peter Moyes’ contribution to education in Western Australia is immense. He served for over thirty years as Headmaster of Christ Church Grammar School until his retirement in 1981, presiding over its emergence as one of Australia’s foremost independent Anglican boys’ schools. After his retirement, Peter Moyes was instrumental in establishing the Anglican Schools Commission and promoting his vision of the Commission providing schools that offered Western Australian students a quality low fee, independent and Anglican education. Our School was the fifth School established by the Anglican Schools Commission. There are currently nine Anglican Schools Commission Schools. In order of their establishment they are: St. Mark’s Anglican Community School, John Septimus Roe Anglican Community School, Frederick Irwin Anglican School, John Wollaston Anglican Community School, Peter Moyes Anglican Community School, Georgiana Molloy Anglican School, Swan Valley Anglican Community School, Peter Carnley Anglican Community School and Esperance Anglican Community School.
The following is a brief history of the physical development of the School: 1997 – The Anglican Schools Commission determines the need for a campus in the Mindarie region 1998 – The School’s site is purchased by the Anglican Schools Commission and Marcus Collins Architects are appointed as the School’s architects 1999, March – The School’s Foundation Principal, Mr. Allan Shaw, is appointed and in June construction of Stage 1 of the School commences 2000, January – Construction of Stage 1 of the School, being the Primary School Building is completed and the School opens. 2000, June – Design work begins on the School’s Middle School and Science buildings 2001, December – Construction of Middle School and Science Buildings is completed 2002, February – Design work begins on the School’s Creative Arts Building – now occupied by Senior School 2003, April – Construction begins of Creative Arts Building 2004, January – Construction of Creative Arts Building is completed 2005, June – Design of Allan Shaw Centre commences
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Peter Moyes Anglican Community School
History of The School 2008, August – Construction of Allan Shaw Centre commences 2009, August – Construction of Allan Shaw Centre is completed 2009 – Designing of School’s new Library and Resource Centre commences after receipt of Commonwealth Building Education Revolution (BER) funding 2009 – Construction of School’s new Library and Resource Centre commences – anticipated completion date December, 2010 2010 – Designing of School’s new Senior School commences – construction anticipated to commence in early 2011
Chairs of School Council 1999–2005
Bishop Brian Farran
2005–2008
Ms. Karen Caple
2009 –Present
Mr. Patrick Darling
School Principals 2000–April 2005
Mr. Allan Shaw
April–December 2005
Mr. Brian Rowe
2006–2009
Mr. Doug Swingler
2010–Present
Mr. Julian Dowse
Much has been achieved since the School opened in 2000. The growth, development and achievements of its students have been significant and the School has every right to be optimistic of its future. Situated amidst a distinct educational precinct, the School’s Council is committed to having the School strive to be recognised as the pre-eminent school of Perth’s northern suburbs.
School Personnel Principal
Mr. J. Dowse
Associate Principal, Senior School
Mr. I. McLean
Associate Principal, Middle School
Mr. R. Alchin
Associate Principal, Primary School
Mrs. R. Diggeden
School Chaplain
Reverend C. Beal
Assistants to the School Chaplain
Mrs. L. Pilton & Miss R. McCarthy
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History of The School Deputy Heads of Primary School
Ms. J. McQueen & Ms. K. Shimmings
Head of Library Services
Mrs. D. Wiggin
Primary School Librarian
Mrs. S. McIntosh
Inter-School Sports Co-Ordinator
Mr. B. Streeter
Co-Curricular Programme Co-Ordinator
Mrs. T. Norton
School Counsellor
Ms. A. Lamers
Careers and Vocational Education Officer
Mr. P. Litwin
Heads of Academic Departments Mrs. A. Bilchuris
Integration Studies (on leave for Term One)
Mrs. A. Collier
English
Ms. T. Cook
Science
Mr. L. Davis
Languages
Mrs. P. Flanigan
Dance and Drama
Mrs. J. Hamann
Society and Environment
Ms. J. Harrison
Visual Art (on leave for Term One)
Mr. A. Milne
Technology and Enterprise
Mrs. T. Rockliff
Visual Art (For Term One)
Mr. I. Todd
Mathematics
Mr. J. Tonti
Music
Ms. E. Wild
Health and Physical Education
Learning Support and Academic Extension
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Ms. L. Hinson
Learning Support – Primary School
Mrs. C. Payne
Academic Extension – Primary School
Mrs. R. Delaney
Middle School Learning Support & Extension
Peter Moyes Anglican Community School
History of The School Senior School Houses Cuthbert – Head of House Miss M. Leyland Cuthbert House is named in honour of Betty Cuthbert (born 1938), arguably Australia’s greatest female track athlete. She became affectionately known as the ‘Golden Girl’ after winning three gold medals in the 100 metres, 200 metres and 4 x 100 metres relay events at the 1956 Melbourne Olympics, where she delighted crowds with her distinctive running style, that saw her run with her eyes apparently closed and her mouth wide open. After a premature retirement in 1960, Betty Cuthbert won a fourth Olympic gold medal in the 400 metres event at the 1964 Tokyo Olympics. During her athletics career she set sixteen world records.
Durack – Head of House Ms. S. Marwick Durack House is named in honour of Dame Mary Durack (1913-1994). Part of a famous pioneering Western Australian family, Dame Mary Durack wrote the novels Kings in Grass Castles, To Be Heirs Forever, and Pilgrimage that all highlighted the role that women and families played in the work of colonial and pioneering families, and gave many Australians an iconic image of our nation’s outback environment. She has been acknowledged as having played an important role in beginning the process of reconciling modern and indigenous Australian cultures. Dame Mary Durack strongly advocated the value and importance of knowledge, equality and kinship in a society. In the 2010 Federal election an electorate named in honour of the Durack family was created in northern Western Australia.
Hollows – Head of House Mr. L. Parkes Hollows House is named in honour of Fred Hollows (1929-1993) who was a skilled eye doctor and surgeon. He became well known for his commitment to social justice through his advocacy of affordable and high quality eye care for all Australians. Fred Hollows restored the eyesight of thousands of people in developing countries, and was especially committed to treating endemic eye diseases amongst Australia’s indigenous population. The Fred Hollows Foundation, under the direction of his widow, Gabi, supports ophthalmologists to continue his pioneering work.
Lingiari – Head of House Ms. G. Ford Lingiari House is named in honour of Vincent Lingiari (1908-1988) who is remembered as a pioneer and advocate of the working conditions and land rights interests of aboriginals in the Northern Territory. He was a member of the Gurindji people of Northern Territory’s Victoria River District and worked as a stockman. In 1966 he organised a protest against working conditions at Wave Hill station that saw him lead fellow workers off the station. This direct action is regarded by many as the catalyst for greater legal recognition of the political and social rights of indigenous Australians. The Federal electorate that covers most of the Northern Territory is named in his honour.
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History of The School Overview of Middle School Pastoral Care Within the Middle School the Tutorial Teachers and Team Leaders of Years 7, 8 and 9 have a similar role to the Tutor and Head of House in the Senior School. Each Tutorial Teacher is responsible for the ongoing pastoral care and development of their students and it is expected that if parents have any concerns about aspects of their child’s progress at the School that they initially contact their child’s Tutorial Teacher. The Tutorial Teachers liaise with their respective Team Leaders to monitor the development of students. Middle School students are also allocated into House Groups, each with a respective House Co-Ordinator.
2011 Middle School Team Leaders Year 7 – 7.1, 7.2 & 7.3
Mr. B. Boucher
Year 7 – 7.4., 7.5 & 7.6
Mrs. C. Hall
Year 8 – 8.1, 8.2 & 8.3
Mr. A. Rourke
Year 8 – 8.4, 8.5 & 8.6
Mr. K. Briggs
Year 9 – 9.1, 9.2 & 9.3
Mr. M. Fussell
Administration and Support Staff
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Business Manager
Mr. P. Cartwright
School Registrar
Mrs. T. Roberts
Reception, Main Administration
Mrs. M. Snaden
Reception, Senior School
Mrs. J. Fowler
Reception, Middle School
Mrs. P. Hughes
Reception, Primary School
Mrs. J. Glaus
School First-Aid Officer
Mrs. W. Weston
School Groundsman
Mr. R. Gangell
Property & Maintenance Officer
Mr. M. Nolan
Cafeteria Manager
Mrs. S. Richardson
Uniform Shop Manager
Mrs. S. Smith
Peter Moyes Anglican Community School
Site Map
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Discipline The School’s approach to discipline is based on the following assumptions: Effective discipline is achieved through mutual respect and self-discipline. »» Good discipline or “tone” cannot be imposed; it must be achieved through mutual respect. A student must feel he/she is valued and respected by peers, teachers and parents in order to develop a sense of self-worth. »» Individual rights and freedoms must be protected, ideally through self-discipline. This requires both an underlying framework of firm standards (School rules) and student awareness of the validity of such rules. »» The School does not seek to make its students compliant and uncritical. An understanding of what rules are designed to achieve, the community and values they aim to protect, will not be achieved without questioning and discussion. Self-discipline cannot develop freely without understanding.
Moral awareness is integral to the life of any community, and a significant factor in the development of self-discipline. »» Moral awareness assumes a set of values by which to live. School rules are based on established Christian values and codes of behaviour. These values and codes may well vary from those condoned or promoted in the wider world of a student’s experience. »» Accordingly, a student will be encouraged to develop a moral code based on Christian and appropriate family values.
The development of mutual respect, self-discipline and moral awareness should prevail in all areas of School life. »» All learning experiences provide an opportunity for the development of positive individual qualities. Such qualities are strengthened by a flexible approach to curriculum and activities which provide student participation. »» The School’s pastoral-care systems provide a natural means to pursue this approach to discipline, with staff playing a fundamental role. »» The School’s Co-Curricular programme provides an active and immediate context for personal growth and the development of self-discipline.
In every instance mentioned above, the word “parent” could and should be placed beside that of “teacher”. The School accepts that the largest influence in developing effective discipline comes from the home, and acknowledges that achieving such discipline without parental support is an enormous and, at times, unreasonable task. There must be a coherent system of correction and punishment for times when discipline breaks down. Such a system is necessary to promote an orderly community and a clear understanding that actions have consequences for which responsibility must be taken.
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Peter Moyes Anglican Community School
Discipline There must be a coherent system of correction and punishment for times when discipline breaks down. Such a system is necessary to promote an orderly community and a clear understanding that actions have consequences for which responsibility must be taken.
Goals of Discipline Policy »» To develop students’ self-discipline and self-control. »» To enable students to be on-task with their learning. »» To enhance students’ self-esteem. »» To encourage accountability for behaviour. »» To encourage the individual student to recognise and respect the rights of others. »» To affirm cooperation as well as responsible independence in learning. »» To promote the values of honesty, fairness and respect for others. »» To enable rational conflict resolution.
School Expectations Value Knowledge and Insight
Behaviours and attitudes of Students in support of the Value »» Students will understand the tentative nature of accumulated knowledge – ‘use it or lose it’. »» Students will be eager to learn. They will use good research skills, utilise Library and Internet resources and engage in discussion with others in age appropriate ways. »» Students will strive for the understanding of knowledge rather than to memorise it. »» Students will work collaboratively as well as individually, sharing their knowledge and understanding. »» Students will assist their peers to learn. »» Students will set learning and career goals and work hard to achieve them. »» Students will regard their relationship with teachers as a learning partnership.
Equality and Compassion
»» Students will want to come to School. »» Students will feel safe and make others feel safe. »» Students will feel accepted for who they are and accept others. »» Students will feel free to express their opinions and listen to those of others. »» Students will be accepted as part of a community and accept others. »» Students will feel valued and value others. »» Students will have high self esteem and build self esteem in others.
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Discipline School Expectations, continued Value Integration and Wholeness
Behaviours and attitudes of Students in support of the Value »» Students participate with enthusiasm in a range of School activities. »» Students participate in community activities including community service. »» Students are actively interested in global issues. »» Students demonstrate understanding and compassion in their dealings with others less fortunate than themselves. »» Students will protect the rights and property of others and of the School and protect the fabric of the School. »» Students will act to enhance the reputation of the School.
Confidence, Competence and Responsibility
»» Students will demonstrate realistic confidence in the manner in which they conduct themselves. »» Students will assist in and take age - appropriate responsibility for developing the confidence of their classmates by being positive, patient, encouraging and supportive. »» Students will be accepting of difference and respectful of the rights and beliefs of others. »» Students will have had the opportunity to demonstrate their particular areas of competence (strengths) to their classmates. »» Students will behave responsibly in relation to themselves, the School, their classmates and the community.
Self Worth
»» Students will demonstrate an appropriate degree of self- confidence. »» Students will interact with their peers in appropriate ways. »» Students will feel accepted and understood. »» Students will feel that they are not alone but have trusted staff members to whom they can turn in times of trouble. »» Students will demonstrate an appropriate understanding of the teacher-student relationship. »» Students will accept challenges.
Conventions In addition to the above rules and procedures there are numerous conventions to which students are expected to conform on a day-to-day basis.
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Discipline Procedures & Consequences At School
Minor misdemeanours or infringements are dealt with by the teacher using a variety of strategies that will involve appropriate warnings and consequences. Parents may be informed of these incidents directly or via a note in the Diary or green folder. Repeated minor infringements or more serious infringements may lead to isolation in another classroom, internal suspension or loss of privileges in some form as part of the consequences and limitation of damage as a result of the infringement. Parents would be informed of these instances via the Diary / green folder, telephone or letter. Serious infringements or repeated infringements can lead to short periods of probation where behaviour and attitude are closely monitored and parents would be asked to countersign any documentation associated with this procedure. Parent interviews, with the Associate Principal, student interviews with the Principal, parent interviews with the Principal are all options that may be used to facilitate behaviour modification. There is a strong pastoral care programme in the School. This provides students with the opportunity to talk to the School’s Chaplain if needed. Parents can also avail themselves of this service. The School reserves the right in cases that it considers sufficiently serious to institute a significant period of attendance on probation and/or suspend and/or expel a student.
Primary School
The Primary School uses various strategies to ensure that the School’s discipline policy is adhered to, with the class teacher being responsible for the day-to-day discipline and maintenance of the School’s Discipline Policy. At the beginning of each year, the class teachers and students discuss and outline their classroom policy and expectations so that students are aware of the agreements and the consequences of inappropriate behaviour. The behavioural expectations will vary from class to class to ensure it is age appropriate. Students are encouraged to think about their actions and consequences thereof. When necessary, students are given two written warnings and a reminder of the consequences of their behaviour. If the behaviour continues, they are removed from the situation and a consequence is implemented. Students from Year 3 upward use the School Diary which acts as an important tool in implementing discipline strategies by keeping the lines of communication open between parents and teachers. Students in other year levels will have a note placed in their green folder if necessary. Students who show inappropriate behaviours may be given a Student Behaviour Form, with a list of behaviours and consequences. These forms must be signed and returned to School the following day. Students who continually display inappropriate behaviours or those who seriously breech the School policy will be sent to the Deputy Head or Associate Principal – Primary School and the parents will be informed. There is a strong pastoral care programme in the School. This provides students with the availability to talk to the School’s Chaplain if needed. Parents can also avail themselves of this service. School agreements should also be made known. Keep in mind that every child has the right to learn and the teachers have the right to teach in a safe, supportive environment. The following is a Behaviour Management Plan template which is used in the Primary School. Included is a student form which allows the teacher to indicate the inappropriate behaviour and the consequence given. Peter Moyes Anglican Community School
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Discipline Behaviour Management Plan Template Step One Warning given. Child is directed back to the task at hand. Second warning. Child is redirected to task. On third warning, child is sent to ‘time out’ area in the classroom. The child is isolated from class peers and allowed time to refocus.
Step Two For subsequent issues the child will be sent to ‘time out’ in a place external to the classroom. This might be another classroom, or to a senior member of staff. ** If the child continues to misbehave in ‘time out’ in step two then their parents are contacted and required to take the child home.** The plan can be carried out over the whole day or adjusted, depending on the severity of the behaviour, for each session of the day, i.e. before recess, before lunch or before going home.
Step Three The child is sent to the Deputies or the Associate Principal. A Behaviour Management slip is filled out and sent home. The parents will be informed.
Step Four In extreme behaviours the parents are contacted and are required to take the child home.
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Discipline Procedures & Consequences At School Middle School & Senior School Resolution Process The Resolution Process is the means by which the School assists students to resolve negative behaviour within school. It is important to give students responsibility to resolve their own situations.
Level 1. Best practice This level should include positive interactions between teachers and students.
Level 2. In the classroom When a problem arises the teacher should try to resolve this problem within the classroom, or another classroom.
Level 3. Resolution team If no resolution is gained within or out of the classroom, and the teacher has consulted and been assisted by other teachers, a referral to the Head of House or the Team Leader for action can occur, and will occur, ideally before the next class.
Level 4. The Sub-School level Admission to this level will occur if the student has not resolved the situation in previous levels. The Associate Principal is notified of the problem and action is taken that may result in extended work in isolation or suspension. Parents will be notified by phone or letter as soon as possible if a student reaches this level.
Severity clause If the student commits: »» Physical violence
»» Unauthorised absence from class / school
»» Substance abuse
»» Theft Vandalism
»» Abusive behaviour (bullying)
»» Sexual Harassment
They move straight to Level 4 and possible suspension/expulsion. In the case of student suspension, meetings occur before and on return to School between student, parents and senior staff, whenever possible.
Level 5: The School level For repeated infringements that have resulted in suspension, a student may be referred to the Principal. Likely consequences at this level are referred back to Associate Principal for further behaviour management, suspension or exclusion.
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The School Uniform & Personal Grooming Expectations The Peter Moyes Anglican Community School’s uniform is available from the School Uniform Shop. It is expected that children come to School each day in correct uniform. Correct uniform must also be worn when travelling to and from School. The only exception to this rule is that students who have sport after School, or who may be in an after-school Co-Curricular activity that involves changing into sports’ uniform, may leave school in their sports’ uniform. At sporting matches and practices, at Physical Education and relevant Co-Curricular afternoon events, full sports uniform or other prescribed dress (such as whites for cricket etc.) must be worn.
Personal Grooming Students must meet the requirement that their dress and personal grooming reflect the high standards expected. This is of particular importance when students are seen in uniform in the wider community. Students are also expected to maintain the code of dress and grooming on the sports field, or as spectators. Hair must be neat, tidy and clean, and for boys should not fall below collar line. Girls with hair below the collar line are to tie it back with hair ties. Head bands, Hair ties and clips should be French navy or School check only. It is expected that students’ hair styles are sensible and reflect the conservative and professional nature of the School. As such, punk styles, crew cuts, shaves, spikes, wedges, ridges or any other unusual lines or shapes cut into the hair are unsuitable. Fringes must clear the eyebrow. Braided hair is not acceptable. Students choosing to dye their hair should only do so in a natural hair colour. Apart from a standard watch, or a plain medical alert bracelet, jewellery is not to be worn at School. In the event that girls have their ears pierced, one pair only of plain gold or silver round studs or sleepers, may be worn in the ear lobe. For boys, the above expectation outlined for girls regarding the wearing of earrings applies also; however, only one earring may be appropriately worn. Piercings on parts of the body that are not covered by clothing are not permitted. This includes the tongue. Chains or necklaces are inappropriate wear. However, parents may in writing, seek permission for their child to wear a chain or a cross of special religious significance. Should the Principal grant permission, then they are to be worn inside the blouse or shirt on a chain long enough not to be readily visible. Male students are to be clean shaven. Make-up is not to be worn. Acrylic fingernails are not to be worn. Nail polish is not allowed. Fingernails are to be kept short.
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The School Uniform & Personal Grooming Expectations Any student whose appearance is contrary to the dress and personal grooming expectations may be sent home until such time as their appearance meets the expectations of the School and assurances have been received from the student and his/her parents or guardians, that appropriate dress and grooming will be maintained in the future.
Conventions Winter uniform is worn in Terms 2 and 3. Summer uniform is worn in Terms 1 and 4. A plain black or dark navy leather belt must be worn with trousers. (Available from the uniform shop.) At Formal functions the winter uniform is worn by students in Years 7 - 12 (with stockings for girls). Kindergarten to Year 2 students wear black sports shoes with a flexible sole. Kindergarten and Pre-primary students require Velcro ties, while students in Years 1 and 2 have the option of either Velcro or lace-up. For students from Years 3 to 12, School shoes are to be black leather, flat sole and low heel, full cover, in lace - up only. Laces are to be kept tied at all times and shoes in a good, clean condition. For students from years 3 to 12, sports shoes (joggers) must be white or, at least, predominantly white in lace - up only. Navy blue socks should be worn with trousers. Socks must be worn at appropriate height. (Above the ankle bone and below the calf.) School jumper and blazer sleeves are not to be pulled up to the elbows and jumpers should not be tied around the waist. Shirts are to be tucked in at all times. Skirts and dresses should be long enough to meet the top of the knee. Underwear should not be visible through or under the School uniform. Middle and Senior School students must wear hats in Terms 1 and 4 when they are exposed to the sun. Primary School students must wear hats whenever outdoors at all times of the year. The School scarf may be worn as part of the winter uniform both indoors and outdoors. Scarves are not to be worn at formal occasions. During the winter terms, the blazer is the outer garment when travelling to and from school. The blazer is also to be worn at formal occasions and when representing the School.
* A full list of approved shoes is available at Betts, Joondalup
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Student Guidelines It must be understood that the laws governing individual behaviour which apply in the community outside the School will be enforced strictly within the School and, without limiting the application of the community’s laws, examples of such laws are the laws relating to physical assault, vandalism, interference with other people’s property, trespass, offensive language and behaviour. The staff, students and families of a School have to learn to live together. The following standards of behaviour aim to advance and protect the good of all associated with the School.
Bullying The wrongful use of power and/or influence is not tolerated within the School community and instances of such behaviour should be reported to teachers. Information will be acted upon by staff.
Confiscated Property Students who have non-school uniform or property confiscated by staff will not receive their property back until the end of the term. All confiscated items are labelled and kept by the Sub-School Reception for safekeeping. At the end of term, students can claim their confiscated items from the appropriate reception. If an item is of special significance, e.g. jewellery, please do NOT allow it to be worn to school.
Alcohol and other drugs Students are not permitted to have in their possession, or consume, alcoholic liquor either on the school premises, in any public place or at any school activity. The supply, possession or use of any prohibited drugs or any dealing in such drugs is forbidden at the School, school functions and whenever the School is responsible for a student.
Smoking Smoking is forbidden during school time, within the school precincts, at all school functions within and outside the School, and at all times when in school uniform. Students are not to have smoking materials in their possession at School.
Late, Absences & Obtaining Leave Late Late students are to report to the relevant Reception. An office staff member will record arrival time and produce a late slip which is sent to the class teacher with the student.
Absences Parents are required to notify the School on the day of a student’s absence. If the School is not notified, the parent/guardian will be contacted for an explanation. Students must be signed out at the relevant Reception by a parent/guardian if they are required to leave early.
Leave If for a day or more, application for leave should be made by parents (in advance and in writing), to the Associate Principal. If for part of a day, application should be made by parents in writing to the class teacher.
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Peter Moyes Anglican Community School
Student Guidelines Students travelling to/from School by bicycle Any student who travels to and from school on a bicycle must observe the following procedures: »» A helmet must be worn at any time a student is riding a bicycle. »» Students are to observe the relevant road rules. »» Upon entering School grounds no student is to ride his/her bike. Bikes are to be walked at all times. »» All bikes are to be kept in the bicycle enclosure. Any student who does not observe the above procedure runs the risk of not being permitted to bring his/ her bicycle onto campus or having his/her bicycle confiscated. As a safety precaution the bicycle enclosure is locked each morning once the school day has begun (approximately 9.00am) and is unlocked prior to dismissal (approximately 2.30pm). If students need to access their bicycles for some reason during the day (e.g. need to depart early), they are asked to come to the main administration to request entry to the bike enclosure. Arrangements will subsequently be made to have the enclosure unlocked. Even though the enclosure is locked for the majority of the School day, students are encouraged to use personal bike locks or security devices. Students are reminded that, as with all personal property, their bicycles are stored at their own risk. Whilst the school pledges as much security of students’ bikes as possible, it is unable to take ultimate responsibility for the safety and care of the bicycle. The above is a summary of some of the School’s policies. Students and parents need to be aware that all School policies are contained in the Student Handbook.
ICT Student Policy (Internet, Intranet & Email) Preamble The School’s network is provided for students to conduct research, study, and communicate with others. Access to network services will be provided to students who act in a considerate and responsible manner, in accordance with the guidelines and procedures set out below. Students need to further acknowledge that, under some circumstances, breaches of School protocols would also constitute infringement of State and Commonwealth law. Any such breaches, where appropriate, will be reported to police.
The following practices using School local and wide area networks are prohibited: »» any access through computers in staff rooms. Students are only permitted to access the Network through computers in classrooms, the Library or designated places; »» any use for political or commercial purposes; »» the use of electronic mail in a manner that is contrary to School policy;
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ICT Student Policy »» the use of profanity, inappropriate language or racial vilification in electronic mail; »» any use that disrupts the educational and administrative functioning of the School; »» any use of a School network account by anyone but the authorised owner of the account; »» any reproduction of copyrighted material without written or explicit permission; »» accessing, or attempting to access, material that is deemed inappropriate for School use;
Privacy Student storage on network servers is subject to the same privacy provisions as lockers, etc. It is the responsibility of students to ensure that their account password details remain private. The School may review communications logs, or access personal folders in order to maintain system integrity and to ensure compliance with responsible use of the network. Students using the network acknowledge that the School has the capacity and the right to review histories of Internet sites visited under individual login accounts, and generally log network access.
Storage capacity Users are expected to remain within allocated disk space. Network servers are not to be used as archival devices or to store personal files. Any Files deemed not to be School related, will be deleted. All student personal spaces will be deleted from the network at the end of each school year. The only removable storage media allowed to be used are floppy drives (if available) and USB memory sticks. All other devices such as PDAs, flash cards, mobile phones, iPods, Minidisks, MP3 players etc. are strictly not allowed without approval prior to each use. No software is to be run from the allowed removable media, nor must any software be used to support the allowed removable media when on the School network. Students are not allowed to store programmes in their allocated H drives or run/ install any programmes on the School computers or network. Data being used in conjunction with the removable storage media must only be School related and must not be used for personal use. Active and audio media files such as mpg, wav, avi etc. are strictly not to be used without permission.
Illegal copying Students are not permitted to download or install any commercial software, shareware, or freeware onto network or local drives or disks. Students should not copy other people’s work or attempt to access other students’ files. No material should be accessed, or attempted to be accessed, which is not in line with the School’s code of behaviour and if students encounter such material by accident, they must report it to a staff member immediately.
Inappropriate material or language No profane, abusive, or impolite language should be used in communication, either within the School’s local area network, or across wider area networks, including the Internet.
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Peter Moyes Anglican Community School
ICT Student Policy System Integrity Students should not engage in behaviour that will in any way compromise the integrity or security of the network, or individual peripherals running on it. This includes the reconfiguring of workstation settings, disconnecting or re-routing of network cables, unauthorized access to network protocols, and the like.
Consequences for breaches of school protocols Any breach of the above procedures and guidelines will be viewed most seriously by the School, and could form the basis for disciplinary action including: »» parental contact;
»» reimbursement of costs to the School;
»» temporary removal of access rights to the network, email and Internet services;
»» suspension from School;
»» School detention, including the possibility of outof-hours detention;
»» information sent to the police or relevant authority.
»» expulsion from School;
As with all breaches of discipline, the School will determine the appropriate consequence after careful consideration of the circumstance and severity of the offence. Consideration will also be given to the potential harm, as well as the actual harm resulting from the offence.
Student Guidelines for use: When using ICT through the School, PMACS Computers, Electronic Communication to the Internet or contacting any location, database or person external to PMACS, students: »» should not reveal home addresses or phone numbers – their own or that of anyone else. »» should never agree to get together with someone they ‘meet’ online without first checking with both a teacher and a parent or guardian. If that approval is given, students should only meet the other person in a public place and accompanied by a parent or guardian. »» should not look for anything that is illegal, dangerous or offensive. »» should clear any offensive pictures or material from their screen if they come across anything that is illegal, dangerous or offensive and immediately, and quietly, inform the supervising, or nearest, teacher. »» should take care with the use of information published on the Internet or gained by other electronic data transmission as it may be inaccurate or may misrepresent a person or situation. »» should not break copyright law by copying and/or distributing another’s work, and not use another person’s work without correctly acknowledging him/her. »» are restricted from game playing or chat rooms that are not courseware related. »» should refrain from using unwarranted or excessive amounts of storage; »» should not intentionally use the School’s equipment or resources, in such a way that it may cause harm to any person (directly or implied), jeopardise the stability of the network or deviate from the beliefs and values of the School community. »» should ensure that they know and comply with the procedures outlined in the most recently published Electronic Communications Student Guidelines. Peter Moyes Anglican Community School
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ICT Student Policy »» make their Internet use as efficient as possible. »» should not install or run any software on any Peter Moyes Anglican Community School computer without permission. Students should not store / run programmes on their ‘H’ drives or any removable media that is to be used at the School; this includes ipods, mp3 players, flash drives, mobile phones and PDA’s.
Software & External Devices on the Network Peter Moyes Anglican Community School has in place, a policy that does not allow the general installation of certain types of external devices on the School network. This also relates to the software that is needed for these devices to operate as well as any software required on the School network. This policy applies to both staff and students. A brief list of some of the devices is below.
Accepted devices are: »» USB Flash (thumb) drives
»» Video Cameras
»» PDA Devices
»» Still Cameras (including SLR Digital)
Restricted devices (not owned by the School) are: »» Mobile Phones, including Smart Phones
»» Personal Laptops
»» MP3 Players
»» External optical drives/ hard drives
»» IPods
»» Any computer peripherals (scanners, printers etc.)
If there is a need to have any of the restricted devices installed, you will need to inform the IT Department. Staff members are restricted from installing external devices or software without prior knowledge or approval from the IT Department. Any software required by staff or students needs to be divulged to the IT department. When requesting software installation, adequate time must be given to test the software within our network before it can be deployed. Whenever possible, a copy of the software should be obtained by the staff member involved, prior to purchase, so that testing on our network can be arranged. The IT department cannot guarantee that all software/hardware will be compatible with the Schools systems. Regardless of whether the above testing has been carried out or not. When sourcing software to be used on the network it is preferred that a site licence be obtained. All software to be installed must be licensed to the School. All licences must be presented to the IT Department at the same time as the software install request. Software without current licences will not be installed. NO EXCEPTIONS.
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Homework Policy Middle School
Students in the Middle School undertake a variety of learning activities at home for many pertinent educational reasons. It is important for students to manage and organise their time at home effectively, to develop a good balance between school, home, leisure and sport life. Students learn in a variety of ways and at School students work on both explicit and integrated tasks, using resources and participating independently or in group situations. Homework is structured to complement, extend, consolidate and revise the learning that students complet in school time. There are three major types of homework provided to students: 1. Task oriented activities that allow students to do repetitive, practice activities that consolidate learning. 2. Project type, set assignments that allow students to develop research, thinking, initiative and decisionmaking skills. These assignments also directly allow students to demonstrate some of the skills they have learnt about in class. 3. Revision of work studied throughout the week. This may involve re-reading class notes, writing study notes or doing one of the specific study strategies taught at school so that students can recall and remember their learning. It is a requirement that students spend the equivalent of 5 minutes each night over the course of a week revising vocabulary and phrases learned in the Languages Learning Area. Students are expected to complete homework at least five nights of the week. This would involve doing at least one or a mix of all three homework forms each week night. Below is an example of a homework plan for a Yr 9 student for one night of the week: 40 min – Mathematics problems and Science equations (Type 1 above) 45 min – Integrated assignment on Music webpage (Type 2 above) 35 min – Revision of Industrial Revolution notes (Type 3 above) The allocation of these times may vary from night to night as different priorities and deadlines arise. However, Middle School students need to work for the following times for five nights: Year 7: 45 – 60 minutes per night Year 8: 60 – 90 minutes per night Year 9: 90 – 120 minutes per night It is important that work is consistent, organised and managed to gain the best results from learning.
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Homework Policy Senior School Homework should take at least 2 hours per night.
Year 10 Students will have to complete at least 4 Learning Area Packages each week. These packages will be worked on both during School tutorial periods and at home. It is anticipated Year 10 students should be spending 120-150 minutes or so on homework six days a week.
Year 11 Students will have to complete 6 Subject Learning Packages each week. These packages will be worked on both during School tutorial periods and at home. It is anticipated Year 11 students should be spending 150-180 minutes or so on homework six days a week.
Year 12 Students will have to complete 5 or 6 Subject Learning Packages each week. These packages will be worked on both during School tutorial periods and at home. It is anticipated Year 12 students should be spending at least 180 minutes or so on homework six days a week.
Co-Curricular Activities It is compulsory for all students from Years 3 to 9 to be involved in a Co-Curricular activity whether within or outside the School. Should a child be involved in an activity outside the school, the activity details should be completed on the Co-Curricular enrolment form. For students in Senior School participation in the school Co-Curricular Programme is on a voluntary basis.
Co-Curricular timeline (Terms 2 & 4) Week 6: Enrolment forms sent out to parents Week 7: Enrolment due in to the Head of the Co-Curricular Programme and parents and students notified of enrolment by the end of term. Courses able to be run are decided based on enrolment numbers received in Week 7. Therefore the ability for students to change their Co-Curricular choices is very limited. Applications in writing to change a student enrolment may be made after Week 4 of Term 1 and Term 3 and a response will be acknowledged in writing as soon as is practicable after the letter is received. Letters may be addressed to: Head of the Co-Curricular Programme Peter Moyes Anglican Community School PO Box 240, QUINNS ROCKS WA 6030 or email: admin@petermoyes.wa.edu.au
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Peter Moyes Anglican Community School
Copyright Information Under the special provisions that apply to Peter Moyes Anglican Community School students may;
Use a print resource to copy: 1. 10% or one chapter of a book, or musical work, of more than ten pages, one article from a periodical or newspaper, or, more than one if they relate to the same subject. 2. The whole of a poem or play, if it is less than 15 pages in an anthology. 3. The whole of a book, play, musical or artistic work that is not separately published. 4. The whole of an artistic work, such as a photograph or diagram, that accompanies the text being copied. 5. The whole of a story, play, musical or artistic work that is not available within a reasonable time (6 months for textbooks, 30 days for other material). However, these MAY NOT be scanned or stored electronically.
Use a website to: 1. Copy / download 10% of the words, and graphics. You MAY NOT download sound files, video clips or animations or computer software unless you have permission from the owner of the site. 2. Post information on the School intranet, or e-mail it within the School. 3. Provide links to a web site if you use the web site name or U.R.L., and not a logo or graphic, and the link must be to the home page. You must include a copyright warning in your presentation.
Use a CD/CD ROM to: Copy / download 10% of the words, and graphics. You MAY NOT download sound files, video clips or animations, unless you have permission from the producer.
Use a video to: Copy and cut from a video or DVD recording that the school has recorded. However, you may not do this with a hired, or purchased, pre-recorded video.
Use a podcast: To provide information from programs that have been previously broadcast on free-to-air radio or television, and made available on the broadcaster’s website. Videorecordings and DVD recordings are an essential tool in our learning programmes and will be used in the course of instruction. Those rated PG may be viewed by any student, those rated M by Middle or Senior school students, and those rated MA for students aged 15 and over. If you have any concerns please contact your child’s teacher.
Whenever you use someone else’s work you must acknowledge them, either in a bibliography, or within the document you have produced.
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How to write a Bibliography Books Author’s Surname, Author’s Initial. (Date of Publication). Title. Place of publication : Publisher’s name. e.g.Trezise, P. (1978). The Quinkins. Sydney: Collins Publishers.
Or if there is an editor Editor’s surname, Editor’s initial. ed. (Date of Publication) Title. Place of publication: Name of publisher. e.g.Shea, G. ed. (2002.) Reptiles & Amphibians. San Francisco: Fog City Press
Or if there is no author Title, (Date of publication). Place of publication: Publisher’s name. e.g.Mysteries of the rain forest, (2000). London: Reader’s Digest Association.
Encyclopedias Title. (Date of Publication). Subject heading (Vol number, page number). Place of publication, Name of Publisher e.g. The World Book Encyclopedia. (1996). Dogs (vol 5, p 222-239). London, World Book International.
Journals / Magazines Author’s surname, Author’s initial. “Title of article” Title of journal. Date. Page numbers e.g.Taylor, K. “Auroras, Earth’s grand show of lights.” National Geographic. November 2001: 50 – 63
CD ROM “Subject Heading”, Date of production, Title of CDROM l [CDROM]. Producer’s name, Place of Production e.g.‘Frogs”, 1996, Grolier’s New Multimedia Encyclopedia. [CDRom]. Groliers, New York
World Wide Web Sites Author, the date the site was updated, “Article title”, Title of the web site. [online] U.R.L, Date the site was accessed. e.g. Jones, Brian, 12 June 2003, “Save our frogs”, Dorata. [online] http://allaboutfrogs.org/stories/fables.html, 28 September 2003
Newspapers Author’s surname, Initial. “Title of the article.” Name of the newspaper. Date of publication: page number e.g.Ruse, B. “Sports stars should pay for training.” The West Australian. 11/02/03: 3
Video Recordings Producer’s name. (Producer) & Director’s name. (Director) Date of production, Title [video recording] Production company name, Place of production. e.g.Beilby, Dick. (Producer) 2003, Atoms alive [video recording] ABC, Sydney
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Peter Moyes Anglican Community School
Learning Bahasa Indonesia at Peter Moyes
An introduction to some basic Indonesian: Introductions (Kenalan)
Numbers (Nomor-nomor)
Good morning (till 11am)
Selamat pagi
1
satu
Good day (after 11am)
Selamat siang
2
dua
See you later
Sampai nanti
3
tiga
See you next time
Sampai jumpa
4
empat
How are you?
Apa kabar?
5
lima
Very good
Baik sekali
6
enam
Fine / good
Baik-baik saja
7
tujuh
Not so good
Kurang baik
8
delapan
Sick!
Sakit!
9
sembilan
10
sepuluh
Don’t Forget Your Manners! Excuse me
Permisi
11
sebelas
Sorry
Maaf
12
dua belas
x-teen
x belas (eg. Empat belas : forteen)
x-ty
x puluh (eg. Empat puluh : forty)
x hundred
x ratus (eg. Empat ratus : four hundred)
x thousand
x ribu (eg. Empat ribu : four thousand)
x million
x juta (eg. Empat juta : four million)
Thank you (‘trims’ or ‘mkasih’ for short) May I go to the toilet?
Terima kasih Boleh saya ke kamar kecil?
Can you say the following numbers? 513,250
620,150
372,750
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Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Toilet
Library
Admin
Reception
Drink
Other
Peter Moyes Anglican Community School
Signature
Absentee Notes Date:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached
Parent Signature:
Peter Moyes Anglican Community School
37
Notes
38
Peter Moyes Anglican Community School
Absentee Notes Date:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached
Parent Signature:
Peter Moyes Anglican Community School
39
Notes
40
Peter Moyes Anglican Community School
Absentee Notes Date:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached
Parent Signature:
Peter Moyes Anglican Community School
41
Notes
42
Peter Moyes Anglican Community School
Absentee Notes Date:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached Date:
Parent Signature:
Student’s Name:
Period of Absence: Reason for Absence:
Medical certificate attached
Parent Signature:
Peter Moyes Anglican Community School
43
Notes
44
Peter Moyes Anglican Community School