Parent Handbook 2020ATC... · 2020 Ambrose Treacy College Parent Handbook 4 From the Principal...

Parent Handbook 2020

Learning Today Leading Tomorrow

2020 Ambrose Treacy College Parent Handbook 2

Table of Contents From the Principal ................................................................................................................................................4

The Congregation of the Christian Brothers .........................................................................................................5

History of the College ...........................................................................................................................................6

One College - Three Schools .................................................................................................................................7

Formation Framework ..........................................................................................................................................8

Interpretation of College Crest .......................................................................................................................... 12

Service Program ................................................................................................................................................. 14

The Learning Environment ................................................................................................................................ 17

Subject Time Allocations ................................................................................................................................... 24

Academic Integrity Policy .................................................................................................................................. 25

Assessment Policy (Years 7-12) ......................................................................................................................... 28

Homework Policy ............................................................................................................................................... 31

Vocational Education & Training ....................................................................................................................... 33

Religious Education ........................................................................................................................................... 36

Inclusive Practices Department ......................................................................................................................... 36

Information Services .......................................................................................................................................... 37

Information Technology Plan ............................................................................................................................ 38

Co-curricular Program ....................................................................................................................................... 39

Co-curricular Music........................................................................................................................................ 39

Sport Program ............................................................................................................................................... 44

Clubs and Activities ........................................................................................................................................ 46

General Information .......................................................................................................................................... 50

After School Procedures ............................................................................................................................ 50

Assemblies ................................................................................................................................................. 50

Bell Times ................................................................................................................................................... 50

Bullying ...................................................................................................................................................... 50

Bus Service ................................................................................................................................................. 51

College Board ............................................................................................................................................. 51

College Yearbook ....................................................................................................................................... 51

Emergency Parent Contact Numbers ........................................................................................................ 51

Excursions/Incursions ................................................................................................................................ 52

Fundraising Policy ...................................................................................................................................... 52

Homework ................................................................................................................................................. 52


House System ............................................................................................................................................ 52

Lost Property – Property Identification ..................................................................................................... 53

Night of Excellence .................................................................................................................................... 53

Outdoor Education Program ..................................................................................................................... 54

Photocopying ............................................................................................................................................. 56

Playground Supervision ............................................................................................................................. 56

Reporting ................................................................................................................................................... 56

Reports ...................................................................................................................................................... 56

School Fees ................................................................................................................................................ 56

Student Attendance ................................................................................................................................... 57

Student Absence During Class Time .......................................................................................................... 57

Student Health and Wellbeing .................................................................................................................. 58

Sun Safety .................................................................................................................................................. 58

Tuckshop – Paddy’s Place and The Bake House (including Flexischools) .................................................. 58

Uniform ...................................................................................................................................................... 59

Uniform – School Locker............................................................................................................................ 59

Frequently Asked Questions .......................................................................................................................... 60

Communication ................................................................................................................................................. 62

School Policies ................................................................................................................................................... 67

Transport ........................................................................................................................................................... 67

School Plan ........................................................................................................................................................ 68

Parent Involvement ........................................................................................................................................... 69

Key Dates ........................................................................................................................................................... 70

College War Cry ................................................................................................................................................. 71

College Song ...................................................................................................................................................... 71


From the Principal Welcome to Ambrose Treacy College.

Ambrose Treacy College is proudly a Catholic school in the Edmund Rice tradition. Together, we strive to be a community where students and staff work and learn together. Proudly built on the rich, 76-year tradition of Nudgee Junior College, we pride ourselves in providing a diverse curriculum that balances innovation with tradition. The educational environment at Ambrose Treacy College challenges and inspires each boy to achieve their personal potential in spiritual, academic, emotional, ethical, social and physical dimensions. In many ways, Ambrose Treacy College is a unique place which caters for lively boys who are intellectually curious, creative and keen to learn. In response to the contemporary needs of boys’ education, we provide an exciting learning environment, led by experienced teachers who appreciate the boys’ energy, humour, unpredictability and imagination. We work hard to create a school that is challenging, yet friendly; demanding, yet supportive; and serious in purpose yet playful in spirit. The curriculum here at Ambrose Treacy College is rich, balanced and engaging. We unashamedly encourage all students to strive for individual academic excellence. Through our rigorous academic programme, the diverse co-curricular activities and the strong pastoral care system, Ambrose Treacy College students learn to be young men of faith and courage, who are independent, flexible and creative learners and decision makers with a strong sense of responsibility to their community and society as a whole. By blending traditional and contemporary pedagogies, we focus on learning experiences that allow all students to experience success at their own level. We believe that in order to be successful, boys must be motivated to learn and this is fundamental to everything we offer at Ambrose Treacy College. Cultural dimensions such as music, drama and art are emphasised and celebrated as an integral element of a holistic education. Similarly sport and physical activity are seen as intrinsic parts of both a child’s physical development and his development of values such as co-operation, teamwork and self-discipline. The pastoral care of students permeates all aspects of Ambrose Treacy College life. Our pastoral care framework strives to provide students with security and understanding and ensures that each boy feels valued and valuable. We recognise that each boy has innate gifts and unique strengths. In working with students across the curriculum, they are encouraged to develop self-discipline and a commitment to work, to set goals and to co-operate as a member of a caring Christian community. Deliberate efforts are made to nurture a family spirit within the school, so that each boy is welcomed, affirmed and supported. Ambrose Treacy College is an exciting community that wants to make a difference in society by helping to develop young men with a genuine desire to make the world a better place in which to live. Our school is a place of learning and growing. Our goal is to ensure your son is given every opportunity to reach his full potential and be well prepared for a successful and fulfilling life after school. Yours sincerely, Chris Ryan College Principal of Ambrose Treacy College


The Congregation of the Christian Brothers The Beginnings The Congregation of Christian Brothers was founded in 1802 by Edmund Ignatius Rice of Waterford, Ireland. Called by God to the apostolic work of educating poor boys in his country, he devoted his own life and private fortune to the task. His example proved to be an inspiration to others who, believing that they also had the same Divine call joined him, shared his hopes and plans, and sought permission to take the vows of a religious community. In 1820, they were recognized by the Pope as a religious congregation and approval was given for the members to devote themselves to the special apostolic service of Christian education. Brother Rice saw clearly that the fulfillment of this vocation would call for complete life-dedication on the part of the Brothers and his followers have shared in his vision as their special and exclusive calling – the work of the religious educator.

The Brothers in Australia Some of these followers went to various continents as the call for their services became apparent and men were available. In 1868, Brother Patrick Ambrose Treacy, with three companions, Br Dominic Fursey Bodkin, Br Patrick Joseph Nolan and Br John Barnabas Lynch, arrived in Melbourne; the brothers were then persuaded to settle in Brisbane by the Bishop, Dr James O’Quinn, in 1875. Today at Ambrose Treacy the classes in each year level are named after these first four Christian Brothers who started Colleges in Australia. Since that time, the Christian Brothers have extended their work throughout Australia to New Zealand, the mission fields of New Guinea and to Bathurst Island and Port Keats. The Brothers today see their vocation as their founder saw his, and, with the approval of the Church, dedicate their lives entirely to its fulfilment. Their motto is “To Do and To Teach”.

The lay people, brothers and school communities who collaborate to bring about the Vision of Blessed Edmund Rice, constitute the Edmund Rice Family.

Edmund Rice Education Australia Edmund Rice Education Australia was established in October 2007. It is the outcome of one of two project groups, the National Planning Committee for Schools Governance and Shaping our Future Committee Oceania. As a result of the work of these two groups, the Christian Brothers decided to amalgamate separate Christian Brothers provinces in Australia, New Zealand and Papua New Guinea to form one Oceania Province focused on the social justice mission of the Christian Brothers. Separately, Edmund Rice Education Australia was established with the intention of independently implementing the educational mission of the Christian Brothers. Both these entities commenced on 1 October 2007. The intention of the new structure was to invigorate both missions while empowering lay people to become increasingly involved in the future work of the Christian Brothers. The opportunity for Edmund Rice Education Australia is to reinforce the distinctive values of Edmund Rice Education through a national and unified network of Australian schools and educational entities.

http://www.edmundrice.org.au/


History of the College Foundation In 1936, a block of 25 acres on the Chelmer Reach of the Brisbane River was purchased by Archbishop Duhig as a site for a boarding school. The opening of St Joseph’s Nudgee Junior College in 1938 was the result of attempts to alleviate boarding accommodation shortages at St Joseph’s Nudgee College Boondall. On 10 July 1938, His Grace, Archbishop Duhig, formally blessed and opened the new Nudgee Junior College. In the school's first year, 46 boarders and 6 day pupils were enrolled, under the first principal, Br JM Wynne.

In 1994, a decision was taken by the Provincial Leadership Team of the Christian Brothers to re-locate the boarding to Nudgee Senior College at Boondall. And so, 1995 saw Nudgee Junior College become a day school of approximately 300 students, providing an excellent standard of education, which has always been the hallmark of our College.

An Exciting Story Unfolds Ambrose Treacy College is proudly a Catholic school in the Edmund Rice tradition. Combining the energy and excitement of a new school beginning and the rich tradition of 76 years providing quality boys’ education through Nudgee Junior College, Ambrose Treacy College will continue to guide boys through their important formation years into manhood.

Br Patrick Ambrose Treacy was born on 31 August 1834 at Thurles, County Tipperary, Ireland. In February 1852 he joined the Congregation of Christian Brothers in Waterford. In 1868 Bishop Goold asked for a community of Christian Brothers to establish schools in Victoria. Treacy was chosen as leader, and with Bodkin, Lynch and Nolan arrived in Melbourne on the Donald McKay. Treacy did not even have enough money to pay for the removal of their luggage from the ship and shortly after Archbishop Goold informed him “I have not a rap for you... Throw yourselves on the people and they will provide.” Undaunted by lack of money, Treacy opened a primary school in Lonsdale Street in 1869 and in 1871 Parade College opened in Victoria Parade. By 1900, when he retired after thirty years as a provincial superior, he had established twenty-seven schools in Australia, and one in New Zealand. He was recalled to Ireland in 1900 as an assistant to the Superior-General and returned to Australia in 1910. Although retired, he insisted on working and was sent to Brisbane in a bid to prolong his years in a warm climate. He died at St Joseph's College, Gregory Terrace on 2 October 1912 and is remembered as a man or learning, leadership and service.

Ambrose Treacy College strives to continue this remarkable story today for the young men in the western suburbs of Brisbane. Our aim is to allow all our young men to dream, set goals and reach their potential. We seek to have students learning today and leading tomorrow.


One College - Three Schools Ambrose Treacy College is structured into three separate learning and pastoral environments within the overall College structure. This structure comprises three schools, the Junior School, catering for boys in Years 4 to 6, the Middle School for students in Years 7 to 9 and the Senior School, for Years 10 to 12. Each school within the College has its own specialised approach - as appropriate to the developmental stage of the students’ learning journey. While each school within the College has its own distinct character, it remains one College in the Edmund Rice tradition. We focus entirely on the unique needs of boys and celebrate their strengths and abilities. With over 80 years of experience in teaching boys, we understand what makes them tick and knowing boys means we teach them the way boys learn best. In each of our stages of schooling we encourage the successful completion of the developmental tasks that boys must negotiate at each stage in their academic lives. In everything we do, we aim to inspire excellence; a personal excellence that sees all boys reach their potential.

One of the most important features of any school is the quality of its teachers. The teachers here at Ambrose Treacy College specialise in boys’ education. They know the structures needed to help them manage the organisational side of their learning. They understand the physical nature of boys and they enjoy the type of learning environment that capitalises on this strength. All teachers, across each of the learning areas, are committed to challenging and supporting boys to the highest standards of literacy and understand the benefits of consistency from one class to another. Most of all, they enjoy working with boys. The mateship, humour and fun boys bring to the classroom are valued by our teachers.

Junior School

Senior School

Middle School


Formation Framework Our Story Formation at Ambrose Treacy College is informed by the mission of Jesus and the Edmund Rice charism. Our model of service, Jesus, proclaimed a message of compassion, justice and service, especially with the poor and marginalised. This challenge inspired our model of leadership, Blessed Edmund Rice, to make this an active reality through an education that liberated the dignity of the person by supporting the holistic pursuit of their spiritual and leadership potential. Finally, our model of learning, Brother Ambrose Treacy, championed this vision engaging learners in dynamic and relevant pathways. This innovation empowered learning, service and personal excellence. Our Mission As a Catholic school in the Edmund Rice tradition, these convictions inform the vision and mission of our community:

Ambrose Treacy College seeks to be an authentic Catholic community in the Edmund Rice tradition that promotes excellence in learning, leadership and service in order to challenge its members to make a

prophetic difference for our world.

Ambrose Treacy College is an inclusive community on a journey to: • Live and grow as a faith community based on the story of Jesus, Edmund Rice and the Christian Brothers

in order to make their message of compassion, justice and love an active reality. • Demonstrate respect for the dignity of the person by celebrating and supporting the holistic pursuit of

their potential. • Engage boys in dynamic and relevant pathways that empowers learning, service and personal excellence. • Develop courageous young men of character and integrity who build compassionate relationships and

proudly contribute to the College, its traditions and aspirations. Our Touchstones The Formation Framework is informed by The EREA Charter and provides holistic support for the purposeful growth of the community. It provides structures and opportunities for our staff, students and parents to live and grow as a ‘Signum Fidei’ (Sign of Faith) for each other and for our world. Our Framework Our Formation Framework outlines the authentic provision of a Catholic education in the Edmund Rice tradition that promotes holistic formation of ‘Signs of Faith’. This is reflected in our College Prayer and Formation Pillars:

College Prayer

Loving God, grant me the courage to be a sign of faith as we… Learn and live Ambrose in our heads Lead and live Edmund in our hands Serve and live Jesus in our hearts

Forever!


Formation Pillars

Every staff member and student is a leader within our community and is called to be a ‘Sign of Faith’ that demonstrates the following touchstones in word and action: Learning: Learn to excel Leadership: Lead through actions Service: Serve through relationships

Learning “The school is open to all who wish to avail themselves of it without distinction.” Ambrose Ambrose was a person of learning who empowered his staff and students to learn to excel by engaging them in dynamic and relevant pathways that empowered learning, service and personal excellence. In our community, learning is characterised by: Engagement: Preparation promotes potential. Endurance: Resilience reaps rewards. Excellence: Achieve your personal excellence.

An Ambrose Treacy Gentleman is an engaged learner who endures to achieve their personal excellence.

Leadership “The will of God be done in this and in everything we undertake.” Edmund Edmund was a person of leadership who lead through actions that demonstrated a respect for self and others. In our community our leadership is characterised by: Presence: Be present to people and God (love). Dignity: Respect yourself and those you journey with. Action: Lead by courageous example.

An Ambrose Treacy Gentleman is a courageous leader of action who is present and respectful.

Service “Whoever wants to be first must be last and a servant of all.” Mark 9:35 Jesus was a person of service who served the community through compassionate relationships that empowered others. In our community our service is characterised by: Faith: Have faith in God (love). Relationships: Build compassionate relationships that give back. Margins: Demonstrate a preferential commitment to the margins.

An Ambrose Treacy Gentleman is a faithful servant who builds relationships that empower the

marginalized.


College Behaviours The following behaviours are explicit expectations of staff and students of what it means to be a courageous ‘Sign of Faith’ in words and actions:

Junior School

Compassionate: We are kind.

Optimistic: We are positive.

Upstanding: We are honest.

Respectful: We wear our uniform with pride.

Accountable: We are organised.

Grateful: We are happy.

Empowering: We build relationships.

Middle and Senior School

Compassionate: We are kind and hopeful.

Optimistic: We are positive and proactive.

Upstanding: We are honest upstanders.

Respectful: We show pride and perspective.

Accountable: We are responsible and accountable.

Grateful: We are thankful.

Empowering: We are selfless.


Formation Practices Our Expectations

The Formation Practices are designed to enhance teaching and learning by promoting the four components of our culture: Community: Interrelationship between our Edmund Rice charism, leadership and school culture; Formation: Spiritual, social and emotional learning; Relationships: Working with staff, students, parents and the community; and Pastoral Care: Nurturing and supporting student wellbeing.

Research is very clear that proactive promotion of these components by staff result in: improved academic performance, attitudes and behaviors, fewer negative behaviors and reduced emotional distress. It is crucial to the learning process that our classrooms are safe, orderly and attractive places. Please make yourself aware of this material and consistently implement it in your classes. For all other incidents that occur outside the classroom, (e.g. playground, change of period, bus stop etc.) use the Formation Tracker to communicate information to the student’s Coordinator and Head of School. Students should: 1. Feel accepted by teachers and their peers: Be present to staff, students and parents Build compassionate relationships that give back Demonstrate a preferential commitment to the margins Lead by courageous example and model expected behaviour; Reinforce effort and provide recognition in student’s achievements Monitor and attend to your own attitudes

2. Perceive the classroom as a comfortable and orderly place for learning: Respect yourself and those you journey with Establish and communicate classroom rules and procedures Establish a positive learning environment and a sense of academic trust Plan opportunities for appropriate and timely feedback Recognise and provide for students’ individual differences Be aware of teasing or threats inside or outside the classroom, and use the Formation Framework to

prevent such behaviours 3. Commence the lesson in a structured way: Line students up quietly outside room Enter students quietly with correct equipment Stand students behind desks in silence for greeting Pray when appropriate Mark attendance roll

4. Conclude the lesson in a structured way: Provide a clear conclusion to the lesson Assign necessary class tasks and have students record these Clean and check desks, floor and whiteboard Check uniform and wish students well for the rest of the day.


Interpretation of College Crest By Br Regis Hickey cfc

Faith The College motto is “Signum Fidei” a Latin phrase which means, “Sign of Faith”. Everything that Ambrose did was a sign of his faith, particularly when times were hard. Ambrose Treacy College shares this motto with St Joseph’s Nudgee College, from which it grew about 80 years ago. The beginning of St Joseph’s Nudgee College was a fine example of Ambrose’s faith. Without money to build it or Brothers to teach in it, but knowing that it had to be built, he went ahead, trusting in Providence. His trust was splendidly answered. On his many collecting tours Ambrose was often in danger, as when he was lost in the mountains in Eastern Victoria, or when the engine of the ship he was travelling in broke down. No matter what happened Ambrose trusted that God would help him. Ambrose wrote in one of his letters: “I have had often, in view of the difficult tasks to undertake, to close my eyes, forge ahead and confide myself and my work to God’s help and direction.” The cross on the College crest makes it clear that the College is Christian; that it is a Celtic cross draws attention to the efforts of Ambrose and other Irish Brothers to pass on the faith.

Learning Ambrose knew that education was the pathway to advancement in society. In particular, he realised that Catholics, mainly from Ireland where they had been deprived of education, had to be educated to a good standard if they were to make a worthwhile contribution to Australian society. Establishing schools in the cities and towns of Australia in the second half of the 19th century meant that education was being made available to the children and grandchildren of the Irish settlers. Even more important was the level of education aimed at in the Brothers’ schools. They prepared their pupils for government positions and for entrance to the Universities where professional qualifications could be obtained. Most schools, except for elite private schools and grammar schools, went no further than Grade 8. This was the case until the middle of the 20th century. A particular development was boarding schools. Before Ambrose, boarding schools in Australia were for the children of the wealthy. Ambrose provided education at a cost which ordinary families could handle. Like St Mary Mackillop, Ambrose wanted to help country children to receive an education. Whereas Mary sent her Sisters into remote areas, Ambrose with fewer Brothers than Mary had Sisters brought the boys into boarding schools for their education. Ambrose took great pains to establish libraries in the schools he built and, where possible, gymnasiums for the physical development of the pupils. The education he offered tried to develop the whole person. The open book on the College crest is a symbol of learning and the laurel wreath at the bottom of the crest is a symbol of achievement and excellence.


Leadership A good leader will handle difficult situations courageously. When the bishop had no money to help him, Ambrose had to find it to build a residence and school for the Brothers. He was the first in the community to go collecting which encouraged the other Brothers to join him. His leadership was by personal example, not by stern command. A good leader will see how improvements can be made and make them. When there was need to expand the boarding compartment at Gregory Terrace, Ambrose took a bigger view. He would build a full boarding school at Nudgee. At the time he had neither money for the project nor Brothers to teach there. This did not deter him. Trusting in Providence, he signed the contract for the building and then began collecting among the gold miners in the north of Queensland. A good leader will see opportunities and act on them. Though he was short of Brothers, he saw the possibilities of undertaking St Patrick’s College in Ballarat which the Bishop was offering him. Some years later, when the Bishop of Goulburn asked him to undertake the direction of St Patrick’s College, Goulburn, he did not hesitate. He then devoted himself to bringing facilities at the College up to standard. Ambrose’s leadership was never an exercise of power. It was one of service. He was not expanding the number of schools to be able to say, “I did that.” His aim was to provide education and opportunity for boys who would otherwise be deprived. The star on the College crest is a symbol of leadership, calling the students on.

Service Helping others was at the centre of Ambrose’s character. Some people help others for the honour it will bring them. Others do good by stealth, not looking for any reward. That was the way Ambrose worked. When opening a new school, he would do most of the work involved in making it ready. When the actual opening day came, he would not look for any praise but would leave the principal to be the centre of the function. The help Ambrose gave provided education for children in need. Their needs were uppermost in his mind. Should major difficulties occur in the schools, the Brothers knew that, no matter what happened, Ambrose would be with them. When such a situation arose, he would leave what he was doing and give his full attention to the crisis. This was also the case should a Brother become ill or overworked. Ambrose would tell the Brother to rest while he took over the class. The Claddagh at the top of the crest is an Irish symbol of loyalty, love and friendship. These qualities ensure the authentic provision of a Catholic education in the Edmund Rice tradition that promotes excellence in learning (head), leadership (heart) and service (hands). Taken together they point to a holistic education.


Service Program

“Were we to know the merit and value of only going from one street to another to serve a neighbour for the love of God we should prize it more than Gold or Silver.” Edmund Rice

The Service Program is a positive challenge for both your son and your family. It is not easy, but it is rewarding. We hope your son enjoys accruing service hours as he moves beyond his comfort zone and gains a sense of real achievement and self-confidence. We also hope it changes his world. Your son is asked to design his own program, tailored to suit his personal circumstances. The Service Program is non-competitive, achievable and aimed to inspire personal and social development.

Why Serve? Your son is engaging with an initiative that has the potential to change his life forever. Service has helped young people choose a career, strengthen traits like kindness and generosity, and develop skills that can strengthen relationships. Service can bring fun, laughter, and cherished memories. Service isn’t just about helping people in need. It also has the potential to influence the person your son will become. The Service Program is a great way to:

• Try new things • Hang out with friends • Help out the community • Gain confidence

• Build on life skills • Make a difference • Challenge yourself • Be recognised

The Service Program is a great way to connect with our community and give service to others and their communities. It gives your son the chance to connect with individuals and groups that you may have previously overlooked or not been aware of, and to make a real difference to his world. There are lots of great things he can get from it:

• It's personal and fun • You might surprise yourself • You will feel great

• Connect with people and make friends • You will learn new interpersonal skills • You may learn a lot about yourself

How does the Service Program operate? When students engage with a service activity, they are expected to record service hours in their student planner and have them verified as per the SERVICE HOURS RECORD below. After the service hours have been verified, they are recorded in SEQTA by your son’s Home Room Teacher, displayed on his SEQTA Student Dashboard and included on his College Report.


Why record Service Hours? Whilst it is the intention of the Service Program to develop students who are motivated by intrinsic factors only, we recognise that there is a process to follow to allow this type of learning in students to occur. Our Service-Learning program requires students to record hours. This recording process not only allows his teachers and coordinators to monitor his progress in this aspect of his education, but also provides opportunities for your son to reflect upon his experiences. It is through these reflection periods that transformational thinking can occur, and students begin to make connections with the classroom and what they experience in the real world. Service hours are also recorded so that we may recognise the efforts of students in order to positively reinforce the value of helping others. If you have any questions, queries or concerns regarding your son’s service hours record please contact his Home Room Teacher for clarification.

Service Hours Record

Service Hours Each student is expected to complete the minimum number of service hours relevant to his year level as outlined in the table below. Service hours are required to be completed and recorded by the end of Week 2, Term 4 each year. Service hours completed after this time should be recorded at the beginning of the following academic year.

Year 4 5 6 7 8 9 10 11 12 Hours 4 8 12 16 16 20 20 30 30

Service Awards Service Awards are not a competition against anyone else, but rather a personal challenge. A minimum number of hours are required for a student to qualify for a Service Award.

Junior School Middle School Senior School Gold 30 40 50 Silver 20 30 40

Bronze 15 25 35 Service

Honours Service Honours is available to any student who receives a Gold Service Award over three consecutive years within their Junior,

Middle or Senior School journey. Service

Platinum Service Platinum is available to any student who receives a Gold

Service Award over six consecutive years.

Date/s Service Activity Hours Supervisor/Parent Signature

HRT Signature

Total Hours

23/03/19 to 23/04/19

Tutoring at Warrior State School 4 Mrs Power Mr Walker 4

14/05/19 Community Mass Choir 2 Mr Finn Mr Walker 6


Possible Service Initiatives College Activities

• Community Garden • Assembly Helpers and committees • Student Council • Rosary Participation • Coaching and umpiring sport and cultural teams • Musical Performances e.g. Community Mass,

Community Fundraisers • Lost property monitors

• Working Bees • Liturgies and Masses • Library monitor • ERA for Change • Immersions to marginalised communities • Help at school functions e.g. College Tours,

Support of Year Level Friendship Group • Tutoring younger students

Community Activities

• Family activities e.g. helping Grandparents, Mowing lawns • Neighbourhood activities e.g.Community gardens, political advocacy, art murals • Parish activities e.g. Altar server, reader, Youth Group • Environmental groups e.g. Clean Up Australia Day, Bushcare, Conservation Volunteers Australia, Inala

Bush Care • Voluntary Work: Hospitals, libraries and care centres. • Working with the marginalised e.g. Aged care visits, people with disabilities, homeless • Fundraising: Red Shield Appeal, Mater Miracles Walk, St Vincent de Paul Appeal, Shave for a Cure,

Cancer Council Biggest Morning Tea • Charitable Contributions: Caritas, Foodbank, Guide Dogs, Micah Project • RSPAC or WIRES • Scouts • Red Cross Blood Bank • Triathlon Queensland • Rotary and Lions Club • Surf Lifesaving Patrols • Edmund Rice Camps • Completing a First Aid course • Overseas Voluntary Work • Duke of Edinburgh Scheme • Tutoring at Primary Schools


The Learning Environment Vision for Learning Ambrose Treacy College has developed the following vision for learning: To equip our students for the responsibilities and challenges of the 21st century, Ambrose Treacy College aspires to develop empathetic, ‘worldly’ and highly literate students who know how to learn, problem solve, create, critique and reflect. By emphasising learning dispositions, including persistence, resourcefulness and open-mindedness, Ambrose Treacy College students will grow to become productive global citizens willing and able to play their unique part in the world. The vision for learning is an important statement which guides the practice of teachers, resource prioritisation and curriculum design. All teachers of the College, irrespective of their subject allocation, are asked to create authentic learning environments that enhance the learning vision.

Pedagogy

At Ambrose Treacy College teachers adopt an intentional approach to curriculum and pedagogy which recognises the unique developmental characteristics of children at particular year levels. Teachers employ both constructivist and instructional approaches to enhance learning outcomes for boys. Constructivism involves a learning strategy that draws on students’ existing knowledge, beliefs and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own elaborations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Teachers also use direct instruction practices. Using direct instruction, teachers follow a step-by-step, lesson-by-lesson approach to instruction. The prescribed approach to teaching is paced, linear and incremental, aimed to maximise time on task, and positively reinforce student behaviours. Teachers at Ambrose Treacy College, in particular:

- Establish learning intentions which are explicit to students, and builds activities which align to the learning intention

- Purposefully models success criteria - Check for student understanding

Pedagogical practice also creates opportunities for:

- The targeting of higher order thinking skills, including development of a common language and understanding of higher order thinking literacies and processes

- Integrated curriculum and assessment tasks where students can apply knowledge meaningfully in different contexts

- Cooperative and collaborative learning where students can work within school networks and outside school networks, to seek and refine understanding

- Active learning where students are encouraged to draw on their own experience and interaction with others, intellectually, socially and physically, to develop their understanding and capacity.


Learning Framework Teachers at the College are guided by the following Learning Framework:

Relationships

High Expectations

Curriculum Standards

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Learner engagement

Gradual Release of Responsibility

To equip our students for the responsibilities and challenges of the 21st century, Ambrose Treacy College aspires to develop empathetic, ‘worldly’ and highly literate students who know how to learn, problem solve, create, critique and reflect. By

emphasising learning dispositions, including persistence, resourcefulness and open-mindedness, Ambrose Treacy College students will grow to become productive global citizens willing

and able to play their unique part in the world.


Learning today… at Ambrose Treacy College Junior School In the Junior School, teachers follow the Australian Curriculum. Students study the following subjects:

- English – core teacher - Mathematics –ability grouped - Humanities & Social Studies – core teacher - Science – core teacher - Religious Education – core teacher - Health and Physical Education – specialist teacher - Japanese – specialist teacher - Music – specialist teacher - Visual Art – specialist teacher - I Skills – specialist teacher

Across subjects, teachers embed the General Capabilities, with a particular focus on Literacy and Numeracy. Teachers in the Junior School are trained in Reading to Learn pedagogy. Additionally, the College has a whole school writing program which includes: talk homework, on demand writing, explicit teaching of 12 sentence types and explicit teaching of different paragraph types. Teachers across the Junior School use a common language around writing instruction to enhance the transfer of information across classes. As well as following the Australian Curriculum, Junior School teachers build an engaging learning environment in which boys are motivated, energetic learners. The Australian Curriculum is covered in an engaging way, which reflects boys’ interests and learning styles. The enthusiasm shown by boys for taking risks and having a go is capitalised upon to create a stimulating learning environment. The students in the Junior School have a homeroom where they spend most of their classroom time. It is fully air-conditioned and has a refrigerator for use by the boys to store their lunches and drinks. The classrooms are equipped with a range of teaching aids which include laptops, interactive whiteboards, iPads and data projectors. These teaching aids, grouped with direct cable and wireless internet connection, extend the students learning beyond the classroom and out to the World Wide Web.

Learning today… at Ambrose Treacy College Middle School Ambrose Treacy College Middle School provides a dynamic, intentional approach to teaching and learning that is responsive and appropriate to the full range of needs, interests and achievements of young adolescent boys. Years 7, 8 and 9 are years of discovery and exploration in which boys build on the experiences and learning of their primary years and prepare for the rigours of the senior years. That is why our Middle School is discrete but not isolated from the Junior School and the Senior School. At Ambrose Treacy College we believe that the pastoral care of each boy is very important and underpins all activities. We are concerned about each boy’s development as a whole person: spiritually, academically, socially, emotionally and physically. Learning is optimised when boys feel safe and valued, and they believe that they belong and are capable of achieving success. Boys also need an environment in which mistakes are viewed as permissible and integral to the learning process, whether on a sporting field or at a high level of academic pursuit. Our Middle School recognises this need for a specially tailored curriculum and learning environment where we care for, and show a personal interest in our boys and engage them in interactive and collaborative approaches to their work.


In addition to delivering the Australian Curriculum framework across each subject area, teachers look for opportunities to make the curriculum relevant so that boys see the purpose of their learning. In each year level across Middle School, teachers look to make purposeful curriculum connections across faculties, to ensure deep learning of our boys, as well as relevance to ‘real world’ contexts. Pedagogy combines both instructional and constructivist models, indicating a commitment to a balanced approach. Projects are designed to take the Middle School young man beyond his immediate community, where he will learn to grapple with the realities of a globalised world. Middle School is also a time to embed foundational skills, in particular Literacy. Teachers in Middle School build on the writing program, reinforcing the 12 sentence types used in the Junior School and building on paragraphing styles. On demand writing and writing that identifies purpose and context is a feature of the Middle School program. Each student has access to an online writing tutorial program, which is particularly useful in embedding writing processes and establishing a common language around writing development. In the Middle School, teachers work with students to develop their organisational skills and capacity to become more autonomous learners. Students are encouraged to set goals for themselves, and to articulate strategies for the attainment of their goals. Teachers work with students to build their meta-cognition or thinking, not only about the task, but about themselves as learners. Students develop the capacity to use knowledge meaningfully, to unpack success criteria and to consider their next steps for progress. In Year 7, students study 6 subjects across the year. These are:

- English - Mathematics - Science - Religious Education - Humanities: History (6 months), Geography (6 months) - Health and PE

Students in Year 7 with significant literacy needs can undertake a Literacy Intervention Program in place of Humanities. In addition, students study other subjects for varying times:

- Business and Economics - Design Technology - Digital Technology - Drama - Japanese - Music - Visual Art - Curriculum Support (for students with learning support needs)

In Year 8, students study both compulsory core and elective subjects. The compulsory core subjects include:

- English - Mathematics - Science - Religious Education - Humanities : History (6 months), Geography (6 months) - Health and PE


Students can then select 4 elective subjects, 2 for each Semester. These include:

- Business and Economics - Design Technology - Digital Technology - Drama - Japanese - Music - Visual Art - Curriculum Support (for students with learning support needs)

Students in Year 8 with significant literacy needs can undertake a Literacy Intervention Program in place of Humanities.

In Year 9, students are encouraged to think about their post-school pathways and will therefore have an opportunity to complete both core and elective subjects. Core subjects (which are mandatory) include:

- English - Mathematics - Science - Religious Education - History - Health and PE

Students may then choose 2 electives each Semester. The electives they choose from include:

- Business and Economics - Design Technology - Digital Technology - Drama - Engineering - Food Technology - Japanese - Justice and Peace Studies - Music - Visual Art - Curriculum Support (for students with learning support needs instead of History)

Learning today… at Ambrose Treacy College Senior School At Ambrose Treacy College, the Senior phase of learning commences in Year 10. Staff will work with students in the Senior School to build both their capacity to make decisions around their post-school pathway, as well as their preparedness for that pathway. A feature of the Senior School at Ambrose Treacy College, will be the close tracking and academic mentoring of students, to ensure they are maximising their opportunities both through achievement of the Queensland Certificate of Education, as well as through ‘credentialing’. Students in the Senior School have a wider range of choice about their subject offerings and should be guided in their decision-making by their post-school desires.

Recognising that not all students have a clear sense of their post-school pathways, the College will offer careers counselling, as well as a diverse range of options, such that students may choose from a combination of pathway options, including General, Applied, Certificate and Diploma courses. The design of the Senior School building will reflect this support for diversity in pathway options, providing learning spaces for general learning areas, as well as STEM labs, industrial design and construction workshops, indoor sports facility and an industrial kitchen, supporting vocational education.


In addition to providing pathway support and opportunities, students in the Senior School will work with their teachers, to develop their maturity as learners, capable of greater autonomy in the areas of time management, backward planning, research and investigation. Teachers will work with students as facilitators of their learning, combining both constructivist and instructional pedagogy. As in Middle School, Senior School students will be encouraged and given opportunity to work both autonomously and in collaborative networks, building and refining their knowledge. Curriculum programs will be organised around an inquiry approach and the College will work with students to build their capacity for higher order thinking, by using a common language around learning processes. Units of work will be organised to ensure coverage of both content and skills, with an emphasis on building student capacity for critical and creative thinking. Year 10 students are prepared for future ATAR pathways both through subject selection processes and through pedagogy. Structurally, students are permitted a greater degree of subject specialisation such that they can focus on their key pathway subjects and the ways of learning within those subjects. For example, rather than studying Year 10 Science, students can choose Biology / Chemistry and Chemistry /Physics pathways. In addition to studying Advanced Maths, students interested in taking Specialist Mathematics in Year 11 can also take an ‘Extension Mathematics’ course in Year 10. Teachers of Year 10 students understand that their pedagogy must reflect the requirements of the ATAR programs. In addition to assessing students by instrument specific marking guides that map to the requirements of the Senior courses, teachers also provide direct focussed instruction on the cognitions emphasised by the Marzano and Kendall framework, which underpins Senior syllabus. Subjects currently being offered across the Senior School are diverse and provide opportunities for students with wide-ranging pathways. These subjects include:

Year 10 Year 11 and 12 - English and Essential English - Extension Mathematics, Advanced

Mathematics, General Mathematics, Essential Mathematics

- Science: Intro to Biology / Chemistry; Science: Intro to Chemistry /Physics

- Religious Education - Accounting /Economics - Digital Solutions - Design - Drama - Geography - History - Japanese - Music - Physical Education - Visual Art - Cert 1 Hospitality SIT10216 - Industrial Skills

General - Accounting - Biology - Chemistry - Design - Digital Solutions - Drama - Economics - English - Geography - Japanese - Mathematics: General Mathematics,

Mathematical Methods and Specialist Mathematics

- Modern History - Music - Physical Education - Physics - Study of Religion - Visual Art

Applied - Essential English - Essential Mathematics - Media Arts in Practice - Religion and Ethics - Visual Arts in Practice Certificates / Diplomas - Building & Construction Skills

and Cert I in Construction (CPC10111)

- Cert II/III Hospitality (SIT20316) - Cert III Business (BSB30115) - Cert III Sport and Recreation

(SIS30115) - Diploma of Business (BSB50215)

*In addition, students in the Senior School can explore options to study the TAFE in Schools program


Pathways Information From Years 4 – 7 students complete a ‘required’ program of study. As students move from Year 7 into 8 Year 8 to Year 9, from Year 9 to Year 10 and from Year 10 to 11, they have increased responsibility for ‘electing’ to study particular subjects. The College provides parents with specific information about pathways and subject selection in parent information evenings which are advertised in the College calendar. Parents are encouraged to attend these evenings so that they can work with us in partnership to assist students both with transitioning between year levels and post-school transitioning. The College will email parents with reading materials, presentations and invitations to these events, in advance. Additionally, students from Year 9 onwards, engage in career formation activities including career profiling, understanding the world of work, understanding labour market trends and work experience. Pathways are supported for University, Vocational and work options.

Textbook Hire Textbooks are available to support the teaching and learning environment at ATC. Textbook selection is determined by Heads of Departments in consideration of syllabus requirements. In order to meet the needs of our students and teachers, ATC provides both physical and electronic textbooks for students in middle and senior school (where appropriate). Physical textbooks in Years 7-12 are purchased by the school and loaned free-of-charge to students for the duration of their course. This does not include consumable workbooks and some nominated novels. Books will be issued for the semester or the year at the beginning of a course. Textbooks are the responsibility of all students to store and care for whilst they are in their care. Books will be collected at the end of the school year and must be returned in the same condition in which they were borrowed. Any loss or damage to the books will incur a replacement cost. This process enables the College to continue to provide a viable textbook hire scheme for all students.


Subject Time Allocations

Junior School Years 4-6 Middle School Year 7 Year 8 Year 9 Core Lessons/

fortnight cycle Lessons/



fortnight cycle English 14 Humanities Reading English 9 9 9 Writing R2L Humanities 8 8 6 (History) Writing Skills Religious Education 6 6 6 Speaking & Listening Japanese 3 Mathematics 12 Business & Economics 5** Investigations, know & skill Problem solving STEM Humanities 6 Mathematics 9 9 9 Science 8 8 8 Religious Education 6 HPE 4 6 4 Science 5 Digital Technology 4* Formation 2 Design & Industrial

Technology 5*

iSkills Library Staff 2 Activities 2 The Arts Music 2 Specialist Visual Art 4* HPE 4 Drama 5** Music 2 Visual Art 2 Elective 1 & 2 6 8 Japanese 2 Elective 3 & 4 6 8 Assembly 1 Formation 2 2 2 * 1 Semester Only ** 1 Term Only

Senior School Year 10 Year 11 Year 12 Lessons/



fortnight cycle English 9 9 9 Religious Education 6 9 9 Mathematics 9 9 9 Elective 1 8 9 9 Elective 2 8 9 9 Elective 3 8 9 9 Elective 4 8 NA NA Formation 2 2 2 Multi Purpose Class 2 4 4


Academic Integrity Policy Principles

The Ambrose Treacy College Mission Statement identifies excellence in teaching and learning as core business of the College. To develop a community that expects excellence in teaching and learning, all stakeholders, including staff, parents and students, must accept the responsibility of developing academic integrity within the culture of the College. Consequently, it is of paramount importance that each student develops an understanding of what is right and that each student’s work reflects their own learning, character and integrity.

Application

Teaching staff and students.

Guidelines - Plagiarism

It is an expectation of the College that students adhere to ethical standards relating to the authorship of work. Plagiarism involves students submitting the work of others as their own, without appropriate referencing of the original work. Examples of plagiarism include: a. Word-for-word copying of sentences or paragraphs from one or more sources which are the work or data

of other persons (including books, articles, working papers, conference papers, websites or other students’ assignments) without clearly identifying their origin by appropriate referencing.

b. Closely paraphrasing sentences or paragraphs from one or more sources without appropriate acknowledgment in the form of a reference to the original work or works.

c. Using another person’s ideas, work or research data without appropriate acknowledgment. d. Copying computer files in whole or in part without indicating their origin. e. Submitting work which has been produced by someone else on the student’s behalf as if it were the work

of the student. f. Producing work in conjunction with other people (other students, a tutor, parents etc) when it is purported

to be work from the student’s own independent research. For the purpose of this definition the work of another person includes: a. Author, professional or otherwise, whose work has been published in a newspaper, book, magazine,

journal, encyclopaedia, CD Rom etc. b. Author, professional or otherwise, whose work has been published on the Worldwide Web or other on-

line electronic resource. c. A tutor, who works too closely with a student, such that the content and style of the work, does not reflect

the student’s d. Another student at the school or anywhere else. e. A paper-writing “service” which offers to sell written papers for a fee. f. Any friend or relative. Ambrose Treacy College considers such practices to be dishonest and contrary to the values and Mission of the College. Both teaching staff and students need to accept responsibility for avoiding instances of plagiarism and promoting a culture of academic integrity.


Staff Responsibilities

Teachers will establish classroom processes which support students to complete their own work, encourage ongoing and progressive assignment completion and enable plagiarism detection. Teachers and responsible for ensuring the following: a. Scaffolding of tasks b. Opportunities for sighting student planning and drafting, in-class c. Outlining requirements for students to make available draft versions of their work – documentation of the

development process d. Teaching students how to acknowledge, cite and reference resources used and the work of others. e. Teaching students to develop appropriate bibliographies. f. Requiring students to complete a Statement of Authenticity on each assignment cover sheet that is

submitted for marking. g. Requiring students to complete submission through Turn-it-In, engaging with similarity reports. The following strategies are suggested for teachers to better authenticate student work: a. Ensure that a significant amount of classroom time is spent on the task so that the teacher is familiar with

each student’s work in progress and can monitor and discuss aspects of the work with students. b. File copies of student written work at given stages in its development. c. Regularly rotate topics from year to year to ensure that students are unable to use other student work

from previous years. d. Where there is more than one class in a particular subject cohort, apply internal moderation processes

and cross-marking.

Student Responsibilities

Academic integrity requires each student of the College to accept that the assessment tasks they undertake are a true representation of their own work and that this work is attempted to the best of their ability. Students must not: a. Ask another student for their assignment (in draft version or final version). b. Give another student their assignment (in draft version or final version). c. Take another person’s work (in part or full), from any source, published or otherwise. d. Pay for another person to write their work, in part or full. e. Allow another person to write their work, in part or full. Students must: a. Be able to show the developmental process of their work, including: brainstorming, planning, draft

versions, research notes. b. Submit their work to Turn-It-In, for plagiarism detection. c. Sign the Authentication of Student Work form, on the task sheet. For electronic submissions, initialing is

acceptable. d. Acknowledge the ideas or quotes of others, using the College approved, referencing format.


Student Research Practices

a. Students are encouraged to research the work of the others, but in doing so, accept that it is the author’s intellectual property and acknowledge this by citing and referencing their work when it has been incorporated into the assessment response. This can be done by:

i) directly quoting relevant material and citing the original to let others know who was the original author

or source of the information - citation involves acknowledgement of the original author or source and page numbers where the information appeared. This can be a footnote or an endnote.

ii) substantially paraphrasing in the student’s own words NOT merely changing a few words or juggling phrases and sentences in a cosmetic way to pass off someone else’s work as your own is still cheating.

iii) When researching online students should avoid copying and pasting sections.

Processes and Penalties for Plagiarism

Students who facilitate plagiarism by passing their work onto another student, as well as students who present someone else’s work as their own, are in breach of College expectations regarding the integrity of student work. If a student is found to have plagiarised work or facilitated plagiarism: a. The subject teacher is to immediately notify the Head of Department and show proof of, and the extent

of, the plagiarism.

b. The Head of Department will investigate plagiarism cases. This process may include: • Reviewing evidence • Interviewing students • Interviewing parents

c. The relevant Head of Department(s) will determine the appropriate course of action in collaboration with

the Dean of Learning. Possible consequences include: • Marking a draft copy – provided authorship is authentic. This may impact the final grade. • Marking only sections of the student’s final work, which are not plagiarised, ignoring plagiarised

work. This may impact the final grade. • Requiring students to submit a new piece of assessment, under supervised conditions, after school

time. This may impact the final grade. • Requiring students to sit a Friday afternoon detention and review of enrolment. • Exempting the student from consideration for academic awards • Denial of Unit Credit, for QCE.


Assessment Policy (Years 7-12) Principles

Clear and transparent processes around assessment are important in ensuring that there is consistency of expectation for all stakeholders. Explicit processes for the setting and submission of assessment allow teachers and students to perform at their best and to reflect the values of the College.

Application

Teachers and students (Years 7-12).

Policy

Assessment is an important part of the learning process. The major purposes of the assessment program are to: • Allow teachers to make judgements about what students have learned so that they can plan future

learning priorities • Allows students to receive feedback on areas of strength and development, and should form the basis

of future learning goal setting • Provide meaningful reports to parents/care givers on students’ achievement and areas for

development.

Students at Ambrose Treacy College will undertake a range of assessment tasks, which allow teachers to make judgements in relation to the achievement standards of the Australian curriculum and the standards elaborations written by the Queensland Curriculum and Assessment Authority. Students will have the opportunity to demonstrate their learning in a variety of assessment tasks, including: • Written, Oral and Multi-Modal Tasks (reflecting a range of genres) • Seen (assignments) and Unseen Tasks (examinations) • Practical Tasks

College Responsibilities

In the administration of its assessment program, the College will ensure that:

1. Assessment schedules with due dates are made publicly available on SEQTA at the start of each term. 2. Examination schedules for Senior School students are made publicly available on SEQTA a week prior to

the commencement of the Examination Block. 3. Students receive sufficient time and in-class support, to complete their assessment. 4. Assessment tasks are accompanied by the marking standards matrix, so that students and parents have

an opportunity to review the success criteria. 5. Standards for uploading of assessment tasks are consistent across the College and clearly communicated

on the task sheet (uploading through SEQTA). 6. Assessment tasks are reviewed and approved by subject teachers and Department Heads, before they are

released to students. 7. Assessment tasks have clear statements about the mode and expectations for submission. 8. For spoken tasks, all students submit their transcript on the same day with the oral delivery order decided

fairly and published one week prior to the commencement of orals. 9. Assignment tasks include completion checkpoints 10. There are valid processes of moderation, to ensure consistency of judgement and feedback across classes. 11. There are transparent processes to support the administration of extension requests. 12. Assessment for students with IEPs or CAPs aligns with agreed adjustments and modifications.


Student Responsibilities Students must ensure that the assessment they undertake is:

1. Completed to their best capacity. 2. Their own work. 3. Submitted on time. 4. Submitted in the requested form – including transcripts for oral presentations, completed research

logs and drafts. Where students have been given the opportunity to submit a draft, they should ensure they:

1. Meet the drafting time deadline. 2. Action the feedback given. 3. Clarify the feedback with their teacher, in the event they do not understand.

Submission of Draft Assignment Work a. Students will be able to formally submit drafts on some assignment tasks. To receive feedback, students

must submit drafts by the due date, and in full. Incomplete drafts will be taken as non-submission. For work that is produced electronically, drafts must be submitted electronically – through Turn-It-In AND SEQTA. It is the student’s responsibility to ensure that drafts are sent. Failure to attach documents successfully, will be treated as non-submission.

b. Where tasks have asked students to submit drafts, teachers and students are expected to keep an electronic record of all feedback. Feedback should be a priority. Students should receive feedback within a week of having submitted their draft. Feedback should be purposeful, specific and criteria related.

c. Where assignment draft work is not completed as directed, the following steps should be taken: o The teacher will direct the student to produce their best effort, in the scheduled subject lesson –

what is produced will count as a draft. o The teacher will contact parents, either by phone or by email, to advise of student’s lack of

preparedness for the task. o The teacher will place the student on lunch time detention and log an ‘at risk’ entry into SEQTA.

d. A student who becomes aware that he will be unable to submit an assignment on time should obtain an Application for Extension from SEQTA and submit the completed form to the relevant Head of Department, no less than 48 hours in advance of the due date. The Head of Department will advise the student through the class teacher of the outcome of the application. Students are not permitted to apply for an extension on the day an assignment is due. If a student is having trouble completing an assignment by the due date either he or his parents should contact the subject teacher well in advance of the deadline.

Submission of Final Assessment a. Students must submit work according to the advertised guidelines on assessment tasks. This includes

consideration of: i) Presentation standards ii) Attachment of task and criteria sheets to final work iii) Submission of drafts with final copies iv) Attachment of appendices and bibliography

b. The submission deadline for assignments is no later than the scheduled class lesson, on the due date. If there is no scheduled class on the due date, assignments should be uploaded to SEQTA and Turn-it-In, no later than 8.30 a.m.

c. Students who are absent on the day an assignment is due, should either email a copy of the completed assignment to their teacher or upload their assignment to SEQTA. Where the assignment is not electronic, (for example, a research log), the student should provide evidence of completion, or arrange for delivery of the assignment to the College. Where appropriate, a hard copy should be submitted upon return to the College. The student or parent should contact the teacher to advise by email or phone of their absence.


Late Submission and Non-Submission of Assessment Procedures It is an expectation of the College that all students meet the clearly indicated due dates of assessment. a. It is the responsibility of students who have a legitimate difficulty in meeting the assessment due date, to

speak with the Head of Department of the subject in advance of the due date, to make application for an extension.

b. Extensions will only be granted by the Head of Department, where circumstances have meant that students have been unable to work on the task for a prolonged period of time. Advertised school events, such as participation in extra-curricular activities, are not grounds for extension. Extensions should be applied for in advance of the due date. Application should be made by the student and parent to the appropriate Head of Department. Extension application forms can be accessed through SEQTA. Supporting documentation, including parent letter, medical certificate indicating prolonged incapacity and evidence of work completed to date, is required.

c. Students who are using a computer as an aid for presentation of their assignments, should allow sufficient time to overcome any technical problems with the computer before the due date. Assignments should be saved in more than one place, to ensure file corruption is not an insurmountable obstacle. (Ongoing draft copies should be made as evidence of the progress of the assignment.) No extra time will normally be allowed for computer or printer malfunction.

d. The outcome of extension requests is to be communicated by the Head of Department in writing to the student, parent and teacher. Where extensions are granted, the Head of Department should enter a note in SEQTA: Student Plans, Assessment Accommodation Plan.

Processes and Penalties for Late Submission of Work It is important to protect the integrity of assessment conditions, and to ensure that no students are unfairly advantaged by taking more time than others to complete tasks. The College will protect the integrity of assessment conditions, through the application of penalties for late submission of work. The following processes will apply: a. Work which is submitted after the due date, where there is no mitigating circumstance and no extension,

will not be marked by teachers and will not count as evidence. In this event, the classroom teacher should make contact with the parent, to advise them of the non-submission of student work.

The subject teacher, in conjunction with the Head of Department, will apply the following processes:

a. Check that all students have submitted work on the required date and time b. In the event that students have not submitted work, subject teachers should work through the processes

below: i) Ascertain whether there is a draft or any other record of student work, which can be marked in place

of a final assignment. ii) In the event there is no existing draft or record of student work, direct the student to use the available

class time to complete something that can be used for the purpose of collecting evidence of student outcomes. Collect this work from students at the end of the lesson.

iii) Provide absent students with the same opportunity when they return to school. iv) Mark the work as a final submission. v) Make contact with parents to advise them of late submission. vi) Enter an ‘at risk’ concern on SEQTA. vii) Make contact with the Head of Department, so that written notification is made and a Friday

afternoon Academic Detention entered. viii) In the event that students are either persistently late in submitting assessment, or persistently refuse

to cooperate with processes outlined above, they will be required to attend a formal meeting with the Dean of Learning and Year Coordinator.

* This policy will guide staff action in most instances. In some circumstances, discretion is warranted.


Homework Policy Rationale

Home study is an important aspect of learning. Revisiting concepts covered in class, and completing related activities, can help consolidate learning. Further, homework helps build work ethic and autonomy. Homework across the College can take many forms, and includes activities such as:

• Student self-set revision • Completion of problem solving exercises • Completion of answers to set questions • Reading and note-taking • Viewing relevant documentaries / digital clips • Working on assignment tasks • Rehearsal time

Expectations of Teachers

Teachers of the College are expected to assist students with their learning by setting homework where it is purposeful. In setting homework, teachers should consider:

• The age level of students and the phase of learning they are in (Junior, Middle or Senior) • The core learning focus • The mode of submission • The reasonableness of timelines for completion, given student needs and abilities

When teachers set homework, it is an expectation of the College that they: • ensure the homework set is purposeful and relevant to students needs • ensure the homework set is varied, challenging and clearly related to class work • assist students to develop time management and organisational strategies to support homework

completion • allow timely opportunities for review of student responses and feedback • communicate with parents when work is either not satisfactorily completed, or incomplete • establish routines and conventions for students around how to ask for help, if they are having

difficulty with completion • make modification to homework tasks, for students on IEPs.

Expectations of Students

The nature and volume of homework a student is expected to complete will vary depending upon their grade level and suite of subjects. Expectation guidelines are as follows:

• Junior School: 2 – 3 hours per week • Middle School: 4 – 7 hours per week (depending on the nature of assessment) • Senior School: 10 – 15 hours per week (depending on the nature of assessment)

The length of time a student may spend on homework, will, understandably, differ depending on: • The student’s ability in a particular subject area. • The nature of the assessment task – research subjects, for instance, may require more ongoing

commitment, but fewer examinations. • The level a commitment a student has to their own learning. • The extent to which work has, or has not been, completed in class.

Students at the College are expected to: • Record all homework accurately (Middle and Senior School)


• Complete all homework required within the hours indicated above. • Organise their homework in an appropriately presented, structured and detailed manner – having

had this explained and modelled for them by the classroom teacher. • Communicate with teachers in advance of due dates, if they have a known scheduling conflict, and

arrange an alternative submission time. • Communicate with teachers by email prior to a lesson, if they have been unable to complete

homework either because of an unforeseen scheduling problem, illness, or difficulty. Students should cc their parents into the email, to ensure transparency for all parties.

The Role of Parents

• Parents may assist the College and support their children, by working in partnership with teachers. Parents working in partnership with the College, may assist in some of the following ways:

• Checking the Student Diary for homework entries. • Providing assistance to by discussing homework tasks, reading drafts of assignments and offering

suggestions for editing or content. • Communicating directly with the teacher if they have questions or concerns • Providing a conducive study and homework space for their children • Establishing home routines which support the completion of homework • Ensuring balance between schoolwork and extra-curricular activities

Processes for Non-Compliance

Where a member of the College community has a concern about the setting of homework in a teacher’s class, they should contact the teacher, in the first instance. Should the matter require further attention, contact should be made with the appropriate Head of Faculty.

Where a teacher has a concern about the non-submission of homework by a student they should: • Engage in a conversation with the student, outlining expectations and offering support • Provide the student with an alternative opportunity to submit the homework to a satisfactory

standard • Make contact with the parent

In cases of persistent non-compliance around the completion of homework, a teacher should follow processes below:

a. In Junior School, teachers will follow the processes below, in the event of unexplained homework. • Step One – Contact parent, note non-completion on SEQTA – ‘At Risk’ entry. • Step Two – As above + removal of student from Friday activities. • Step Three – As above + removal of student from Monday play.

b. In Middle and Senior School, teachers will follow the processes below: • Step One – Contact parent, note non-completion on SEQTA – ‘At Risk’ entry, renegotiate homework

due date. • Step Two – As above + Contact Head of Year and Head of Department + lunch time detention for

student. • Step Three – As above + Friday afternoon detention


Vocational Education & Training What is Vocational Education and Training (VET) at Ambrose Treacy College? A VET pathway enables students to acquire skills and knowledge for work through a nationally recognised, industry-developed, training package or accredited course. It is delivered, assessed and certified by Registered Training Organisations (RTO’s). VET is based on industry standards and learning outcomes, and students demonstrate these skills and knowledge to meet these standards. Participating in a VET course while at school offers a range of benefits including:

- Practical, hands-on learning - Achieving a nationally recognised qualification - Gaining industry relevant skills and knowledge - Exploring a variety of career pathways - Supporting transition to employment, vocational and higher education - Providing credit towards the Queensland Certificate of Education (QCE).

The VET subjects offered at ATC are selected based on industry and future workforce needs, interests of the students and skills and qualifications of the staff. Courses that we cannot offer at school may be available to students through other Registered Training Organisations and require students to be disciplined to maintain grades at school while studying externally. A VET pathway, therefore, can include and be studied as:

- A certificate course provided by the school as part of the student’s timetable - A certificate course provided by an external RTO as part of the student’s timetable - A certificate course provided by TAFE or another external RTO - As part of a School-Based Apprenticeship or Traineeship

The contents of this handbook form part of the VET Policies and Procedures developed by the College. Copies of the full VET Policies and Procedures can be obtained from the Head of Senior Pathways & Careers or the Compliance Officer. VET Certificate courses listed in this handbook are accurate at time of publishing in accordance with training.gov.au website. Any updates to qualifications will be adjusted in the training and assessment strategies as per the transitions process. Enrolled students will be informed of these changes. The College understands its legal responsibility to transition to any new version updates of qualifications or competencies within the qualifications with the new version releases of the training packages. Transitions will occur within the required timeframes listed in the Standards for RTOs 2015.

Enrolment in VET Enrolment in VET qualifications will be open to all students in Years 11 and 12. Students undertaking VET qualifications participate in the same Senior Education and Training (SET) Plan, enrolment and selection process as all other senior students in the College. Prior to enrolment in a VET qualification on the QCAA Student Management system, students will be provided with a general VET induction ensuring they are familiar with their rights, responsibilities and obligations. This induction will be conducted by the College at the start of each school year and is complimented by this Handbook.


Additionally, students will be provided with a qualification specific induction conducted by the respective trainer/assessor (teacher). The induction process will provide students with documentation of:

- Qualification course code and title, for the course they have enrolled in

- Packaging Rules for the qualification - Units of competency to be studied - Additional enrolment requirements - Potential outcomes and pathways from the qualification - Work experience or work placement requirements - Any licensing or regulatory requirements - Any third-party arrangements or external providers - Off-campus training or assessment requirements

Once a student has completed the Senior Subject Selection Form (or Subject Transfer Form), New VET Student Profile Form and undertaken the VET induction process, students agree to abide by all the policies and procedures that are outlined in documentation pertaining to VET at the College.

Competency Based Assessment All VET courses are assessed using a system of Competency Based Assessment. Students are assessed on their ability to consistently demonstrate industry recognised knowledge, skills and affective attributes. Evidence for assessment tasks will generally be gathered on multiple occasions throughout enrolment in the qualification and students will be deemed “satisfactory” or “unsatisfactory” for each assessment tool. Results for each assessment item will be marked on a student profile sheet that will be made available to students at the end of each Semester (or on student request). Final records of assessment for individual units of competencies will be awarded as either:

C Competent NYC Not Yet Competent W Withdrawn S Superseded RPL Recognition of Prior Learning CT Credit Transfer


Privacy Notice Under the Data Provision Requirements 2012, Ambrose Treacy College is required to collect personal information about you and to disclose that personal information to the National Centre for Vocational Education Research Ltd (NCVER). Your personal information (including the personal information contained on this enrolment form), may be used or disclosed by Ambrose Treacy College for statistical, administrative, regulatory and research purposes. Ambrose Treacy College may disclose your personal information for these purposes to:

- Commonwealth and State or Territory government departments and authorised agencies; and - NCVER.

Personal information that has been disclosed to NCVER may be used or disclosed by NCVER for the following purposes:

- populating authenticated VET transcripts; - facilitating statistics and research relating to education, including surveys and data linkage; - pre-populating RTO student enrolment forms; - understanding how the VET market operates, for policy, workforce planning and consumer

information; and - administering VET, including program administration, regulation, monitoring and evaluation.

You may receive a student survey which may be administered by a government department or NCVER employee, agent or third-party contractor or other authorised agencies. Please note you may opt out of the survey at the time of being contacted. NCVER will collect, hold, use and disclose your personal information in accordance with the Privacy Act 1988 (Cth), the National VET Data Policy and all NCVER policies and protocols (including those published on NCVER's website at www.ncver.edu.au).

Qualification Guarantee The College gives a guaranteed commitment to deliver all training and assessment required to complete the respective qualification once a student is enrolled. Late enrolments may negotiate delivery of revised bundle of units that will lead to a statement of attainment only. Should the College lose access to qualified trainers or physical resources, the school will arrange to negotiate training and assessment to be completed through external RTO’s where possible, or students will receive a Statement of Attainment for fully completed competencies. Should such an arrangement be necessary, affected students will be formally notified and parental agreement will be sought to proceed with any external RTO.

Compulsory School Activities All vocational education students are required to be present at compulsory school events and activities as outlined by their Head of House. If a student has TAFE or a school-based apprenticeship/traineeship on these days, it is the students’ responsibility to inform the employer or TAFE regarding their absence.

http://www.ncver.edu.au/


Religious Education At Ambrose Treacy College, Religious Education is a core subject for all students and is considered to be a key learning area because it is at the very heart of our existence as a Catholic College. All students engage in lessons. Religious Education develops the knowledge, skills, attitudes and values that enable students to participate as active and informed members of the Church and of society. As much as possible, Religious Education is linked to other curriculum areas to enhance students’ understanding of the impact of Religion on life (integrating faith and life, the sacred and the secular). College and class liturgies form an integral part of the Religious Education program as the school recognizes the importance of rituals to mark significant occasions and provide students and their families with an opportunity to share in the expression of faith and worship. Education for justice and opportunities for commitment to Christian ministry through action are encouraged and supported by the College. Personal Development Education is presented in a Christian context and is integrated across the curriculum. Religious Education, it is recognized, is a shared undertaking between home, school, church and society. We recognize the family as the first educators in faith and accept the privilege of supporting parents in this work through formal instruction in class and by way of school experiences. We believe that religion is part of the fabric of our Australian culture and that as such we have a responsibility to ensure students are literate in their own religious traditions and have an understanding of the religious traditions of others.

Inclusive Practices Department Ambrose Treacy College aspires to support the inclusion of students with a diverse range of needs, to achieve their own personal excellence. Students who access the Inclusive Practices department have a diagnosed challenge and require support to minimise their barriers to meeting the expectations of the year level curriculum or are able to work beyond the general standards and require extension and enrichment.

Where students have difficulty accessing the curriculum, they are supported in a number of ways, depending upon the degree and nature of their difficulty. Support structures include, placement in smaller, homogeneous class groups, where teachers are more able to pitch lessons to their specific needs; curriculum support to assist with organisation and planning for assessment tasks; modification of assessment items and additional support and scaffolding based on the recommendations of Individual Education Plans (IEPs) or Curriculum Access Plans (CAPs). Students with verification, will also be assigned a case manager, who will work across stakeholders, to ensure fluidity of communication.

Students whose past level of achievement indicates they need extension, are also supported by the College. These students may be involved in homogeneous extension classes for Mathematics and English, as well as have opportunities to work on additional and more encompassing pieces of assessment. Further, there is opportunity for students to participate in a wide variety of specialised classroom activities and co-curricular activities, including subject-based extension activities, a philosophical thinking program, gifted and talented cluster days, debating, public speaking, tournament of the minds and future problem-solving competitions.


Information Services Libraries A central part of the school community are the two purpose-built libraries; the Mt Sion iCentre which services the Junior School and the Westcourt iCentre for our Secondary School students. These spaces aim to support both students and teachers by providing access to high quality resources which support teaching and learning; assisting students to acquire the necessary information and digital literacy skills to become productive and life-long learners; offering a boy-friendly learning space that nurtures and inspires an appreciation of literature and learning.

Mt Sion

This centre is open each day from 8.00am and during both breaks. Junior classes visit Mt Sion each week to borrow regularly; participate in reading-related activities and engage in information and technology skills instruction. Reading is important and is promoted on a regular basis and includes visits by authors and illustrators with a particular focus on Book Week in August. Junior School classes also participate in silent reading each day after lunch in SURF (Silent Uninterrupted Reading is Fun) time. The centre is a busy and well utilised space offering recreational activities during the day such as construction, games and use of technologies.

Westcourt

Westcourt iCentre supports the college learning program for our students and staff in the Secondary school. Our library logo: Read – Know – Grow expresses the goals of our centre. 1. We provide access to quality, dynamic resources which support digital age teaching and learning. Students

have access to our online catalogue, e-books, audio books, video resources, databases and library guides. The centre also manages the provision of digital and physical textbooks through a Book Hire system.

2. We assist our students to acquire the necessary information literacy skills to become productive and life-long learners. We provide spaces and support for collaborative learning, independent study and technical help as well as offering homework and study help after-school hours.

3. We aim to provide a student-centred space that nurtures and inspires an appreciation of literature and learning through our book chats, dynamic displays and positive relationships with our students.


Information Technology Plan Educational research underpins the multiple advantages of digital learning in the 21st century classroom. This is indeed transforming the way that teachers teach and students learn. Research further highlights the advantage of students having their personal computer for “24/7” learning. In addressing the different developmental needs of the boys as they journey though ATC we have developed the following IT plan:- Junior School (Years 4-6) 1:1 program - device kept at school

Middle School (Years 7-9) 1:1 program

Senior School (Years 10-12) 1:1 program

This plan caters for the different use of IT in programs at school, the desire to maximise access of IT for each student, the maturity of the boys to look after equipment, the desire for equity where possible, and the ability to respond to different subject pathways. In the Junior School, students show responsibility and care of devices by using a school assigned laptop during timetabled lessons. The devices remain in the classroom during lunchtime and are left at school at the end of the day. The boys in the Middle School and Senior School are provided with a HP 612 or HP elite X360 laptop. Students are required to have the device at school each day as it is used in most lessons. Curriculum materials, including some digital textbooks, are accessible through the College’s learning management. This provides access to a range of resources to deliver engaging and authentic learning experiences. Having a specific 1:1 program provides equity for our Middle and Senior School students. In addition, all classrooms have access to data projectors, electronic whiteboards and digital printing services. Some classrooms have 3D printers, laser cutting machines, document cameras and digital microscopes. A technology levy is applied to all students to cover the many costs of maintaining a stable network; providing resources; and staff training to ensure our plan is deliverable and effective.


Co-curricular Program Co-curricular Music An arts and cultural education explores what it means to be human, and helps young men make sense of their lives and the world they live in. Our Co-curricular Music program at Ambrose Treacy College contributes to a balanced and holistic education for young men.

How to Get Involved

All boys are invited to join our Co-curricular Music program. Co-curricular Music opportunities will be promoted initially with general information through the blog, at College assemblies, by email and through the college App and Facebook page. There are opportunities available in the first weeks of the school year for students to express their interest, and all students in Junior School are given the opportunity to try Brass, Woodwind and Percussion instruments through the instrument suitability testing process. Once students are enrolled in the Co-curricular Music program it is expected that they honour their commitment for the full school year.

Music Support Group

A great way to become involved in your son’s music and cultural activities is through the ATC Music Support Group, the group meets regularly and assists in a variety of ways. This is an excellent way to get to know your parent and staff community and to contribute to the life of the College.

Communication

At ATC we use a variety of mediums to communicate with families. The primary form of communication is through our College App. Our College Facebook page is used for conveying notifications and posting photos and videos and weekly blogs reflect on recent events, performances and outline upcoming events. Music administration will also email communication directly to parents once students are enrolled in the Cultural program.

Music

Music has the power to transform lives in ways that no other endeavour can. Music at Ambrose Treacy College strives for inclusivity and aims to pursue excellence. Highly qualified and skilled staff lead a program that provides diverse opportunities for young men to be involved in music making and listening across a range of styles and genres. There are four complementing opportunities for music participation and learning at ATC.


ATC Music Opportunities

Whole School Singing

At Ambrose Treacy College, all members of the community participate in music making through whole school singing. The ATC Song is sung regularly at assemblies and special events, and all students participate in the singing at liturgical celebrations and ceremonies. A culture of whole school singing unites and strengthens our community through music.

Class Music (curriculum)

Class Music is an enjoyable, challenging and inclusive subject that develops young men intellectually, emotionally, socially and spiritually. All students in Years 4-7 receive a class music education and students can elect further study in Years 8-12. This curriculum subject extends student musicianship sequentially by developing and extending a range of music skills, knowledge and understanding concurrently. Students will benefit from a well-rounded music education incorporating performance, composition, theory, aural development, music technology, and investigations into social and historical context across a broad range of music styles and genres. Students in elective class music will use the College’s sound recording studio to record their own music.

Cocurricular Music

At Ambrose Treacy College the Co-curricular Music program offers a vast array of outstanding musical opportunities for students throughout the College. The program is a thriving component of the College’s culture, led by an experienced team of passionate and dedicated music educators. Students are encouraged and may elect to extend their musicianship by enrolling in specialised individual and/or small group music lessons on an instrument or voice. These lessons offer specialisation on an instrument, voice or in music production, including specific instrument technique, repertoire and performance practices. More in depth music theory learning experiences are available. These lessons are tailored for the individual student and/or small groups. For those students who elect individual tuition, preparation and completion of A.M.E.B., Trinity or other examinations are strongly encouraged. Weekly homework is set for students, and regular, structured and organised home practice is expected to be completed. A semester progress report is provided for all students receiving tuition. Lessons are delivered weekly by specialist music staff during class time on a rotating timetable to ensure that students do not miss the same period of class time each week. Where possible, those students who learn more than one instrument may be able to negotiate one of their weekly lessons to be held during morning tea or lunch breaks. Lesson times for Senior school students may be offered outside of school hours depending on staff availability.


Before your son is offered a position in the program on a specific instrument, he will be tested for pitch, rhythm and tonal physical suitability. It is essential that students commit for the full year in order to make a balanced and informed decision about continuing-on in subsequent years. Tuition is offered for the following:

- Flute (including Piccolo) - Oboe - Bassoon - Clarinet (including Bass Clarinet) - Saxophone (Soprano, Alto, Tenor, Baritone) - Trumpet - French Horn - Euphonium - Tuba - Percussion (tuned and untuned orchestral, Drum Kit) - Guitar (including Bass Guitar) - Piano Voice - Voice - Music Production

Music Production

Music production lessons give students the opportunity to learn to create, perform, record and produce music using the College’s professional recording studio equipment. Basic rock band instrumental (guitar, keyboard and drumkit) and vocal skills will be taught. Lessons and classes are available for Year 7 students upwards only.

Ensemble Classes

Our Co-curricular ensemble classes (Bands, Ensembles and Choirs) cater for a diverse range of abilities and interests. Rehearsals are conducted outside class time and provide group performance opportunities. Students are auditioned for the ensembles and placed in an appropriate group based on current performance levels. Ensemble members learn how to collaborate musically across a range of styles and genres. Ensembles are categorised as Core or Extension. For students to participate in an Extension ensemble they must also participate in at least one Core ensemble.

Students who participate in ensembles must also receive either individual or small group tuition. The following opportunities will be on offer in 2020:

• Large Instrumental ensembles (generally groups of 50 – 80 students) - CORE - ATC Symphonic Winds (Advanced - Core) – Brass, Woodwind, Percussion - predominantly students in

Years 7 – 12 who are in at least their fourth or fifth year of playing - Wind Ensemble (Intermediate - Core) - Brass, Woodwind, Percussion - predominantly students in Years

6 – 9 who are in at least their third year of playing - Concert Band (Elementary - Core) - Brass, Woodwind, Percussion – predominantly students in Years 5

- 6 who are in at least their second year of playing - Junior Band (Beginner - Core) - Brass, Woodwind, Percussion - predominantly students in Years 4-6

who are learning an instrument for the first time • Jazz Ensembles (generally groups up to 20 students) – EXTENSION

Brass, Woodwind and Percussion students are required to participate in a large instrumental ensemble to be eligible for Jazz Ensembles - ATC Jazz Orchestra (Advanced - Extension) - Saxophone, Trumpet, Trombone & Rhythm Section -

predominantly students in Years 7 – 12 who are in at least their fifth year of playing - Big Band (Intermediate/Advanced - Extension) – Saxophone, Trumpet, Trombone & Rhythm Section -

predominantly students in Years 6 – 10 who are in at least their fourth year of playing - Jazz Ensemble (Intermediate - Extension) - Saxophone, Trumpet, Trombone & Rhythm Section -

predominantly students in Years 5 – 8 who are in at least their third year of playing • Small Instrumental Ensembles (generally groups up to 20 students) – EXTENSION

Brass, Woodwind and Percussion students are required to participate in a large instrumental ensemble to be eligible for Small Instrumental Ensembles


- Flute Ensemble A (Intermediate/Advanced - Extension) - predominantly students in Middle and Senior School

- Clarinet Ensemble A (Intermediate/Advanced - Extension) - predominantly students in Middle and Senior School

- Flute Ensemble B (Elementary/Intermediate - Extension) - predominantly students in Junior School - Clarinet Ensemble B (Elementary/Intermediate - Extension) - predominantly students in Junior School - Saxophone Ensemble (Elementary/Intermediate - Extension) - predominantly students in Junior School - Brass Ensemble (Elementary/Intermediate - Extension) - predominantly students in Junior School - Hot Brass Squad (Advanced – Extension) - predominantly students in Senior School - Percussion Ensemble A (Intermediate/Advanced - Extension) - predominantly students in Middle and

Senior School - Percussion Ensemble B (Elementary/Intermediate - Extension) - predominantly students in Middle and

Senior School • Guitar Ensembles (generally groups up to 20 students) – CORE

- ATC Guitars (Advanced - Core) – predominantly students in Middle and Senior School - Guitar Ensemble (Intermediate - Core) – predominantly students in Junior and Middle School

Student Led Ensembles

Students may elect to form their own ensembles with some assistance from ATC Co-curricular Music Staff. These may take the form of, but are not limited to:

- Contemporary Bands and Ensembles - Chamber Ensembles - Small Jazz Combos - Vocal groups

Choral Ensembles

The College’s choral program welcomes all young men who love to sing, regardless of ability and previous experience. Each choir explores a diverse range of repertoire including traditional choral, popular, musical theatre and liturgical music. The choral program plays a significant role in leading the school community in liturgical singing. There is no cost and instrumentalists are strongly encouraged to participate. In 2020, the following choral opportunities will be available:

- Junior Choir (Core) – Years 4-6 - ATC Senior Singers (Core) – Years 7-12 - Extension Ensemble for treble voices - Approximately Years 4-8 - Extension Ensemble for changed voices - Approximately Years 9-12

Performance Opportunities

Students have a range of performance opportunities as ensemble members or as soloists throughout the year including but not limited to: Autumn, Winter, Spring and Summer Concerts, Formal Music Evening, Jazz by the River, Night of Excellence, Sports Awards evenings, Liturgies, Masses and other formal gatherings, ANZAC Day Ceremonies, regular school assemblies, soloists concerts, Musical Showcases, Junior Band breakfast concert and orientation days. Every year ensembles participate in the Queensland Catholic Schools and Colleges Music Festival (QCMF) held at Villanova College.


Performance uniform

- White performance shirt - College Shorts (years 4-6); College trousers (years 7-12) - College Suit coat - College tie; belt; long socks and black shoes - Long grey trousers must be worn by ATC Jazz Orchestra, ATC Symphonic Winds and ATC Senior Singers.

How to apply

New students can apply for Co-curricular Music tuition or express interest in joining the program via this EOI Form Link. Current Co-curricular Music students will be invited to continue each year via Parent Lounge unless communicating prior that they intend to discontinue lessons the following year. To change lesson type in the following year, please contact the music department. Students who wish to learn more than one instrument/vocal/production must fill in a separate form for each. Involvement in the Co-curricular program through music tuition and instrumental ensembles incurs an annual Co-curricular music fee (Choral Ensembles do not incur a fee). For enquiries please contact the following ATC staff:

Jonathon Bolt: Head of Co-curricular Music [email protected]

Catherine Esbensen: Junior School Co-curricular Music Coordinator [email protected]

Jason Goopy: Head of the Arts (Curriculum) and Choral Coordinator [email protected]

Carla Sernia: Cocurricular Music Administration Officer [email protected]

https://forms.office.com/Pages/ResponsePage.aspx?id=duwPwuQ1702XcQiAqAQRhGPd7brjbkdAgaPW1ZMv2LVUOTRRV05NUlpSVVg4R0lPWTFEWkxZVkROSC4u

https://forms.office.com/Pages/ResponsePage.aspx?id=duwPwuQ1702XcQiAqAQRhGPd7brjbkdAgaPW1ZMv2LVUOTRRV05NUlpSVVg4R0lPWTFEWkxZVkROSC4u

https://tass.atc.qld.edu.au/parentlounge

mailto:[email protected]





Sport Program At Ambrose Treacy College we aim to include all members of our community in quality sporting opportunities that promote enjoyment, life-long engagement and achievement. Each student is able to foster his own love of sport at the level and in the context that he chooses.

Registration and Communication

Sport registrations occur through the Parent Lounge Portal, with a simple “accept” or “decline” option available. Once students are registered, parents and the student are requested to subscribe to the notifications from that specific Sport on the “ATC College App”, as all follow up information will be delivered via that platform.

Participation

ATC students will have the opportunity to be involved in a wide variety of Sports at a level that is relevant to his experience, ability, and desire. Students are strongly encouraged to engage in a variety of different sports throughout the year. Recreational – Physical Activity opportunities based purely on enjoyment, without scoring and results Introductory – Programs where students learn the fundamental elements of the sport Competitive – Internal and/or external seasons with regular training and fixtures Elite – Selected squads and teams of athletes for training programs and/or tournaments representing ATC

SPORT INTRODUCTORY COMPETITIVE ELITE AFL Year 4-6 Year 7-12

Athletics & Cross Country Year 4-12 Year 4-12 Basketball Year 4-6 Year 5-12 Year 10-12 Canoe Polo Year 4- Year 5-9

Cricket Year 4-6 Year 4-12 Year 7-12 Football Year 4-6 Year 4-12 Year 4-12 Hockey Year 9-12

Rugby League Year 10-12 Rugby Union Year 4-6 Year 5-12 Year 6-12

Swimming Year 4-12 Tennis Year 4-6 Year 4-12

Touch Football Year 4-6 Year 4-12 Year 5-12 Triathlon and Aquathlon Year 4-6 Year 7-12

Volleyball Year 6 Year 7-12 Year 7-12 Water Polo Year 7-9

ATC Swim Club

ATC offers a comprehensive swimming program for all members of our community. Students can train as part of the recreational, competitive, advanced and elite squads throughout the school year. For more detailed information on the club training and competition structure, please email [email protected].



Elite Sport Opportunities

AFL – AFL Queensland School of Excellence Program Athletics & Cross Country – Queensland All Schools Carnivals Basketball – Champion Basketball Schools Queensland Tournament Cricket – Christian Brothers Cricket Week Tournament Football – Brisbane Roar Football Academy and EREA Football Tournament Rugby League – Confraternity Carnival Rugby Union – Armidale Rugby Tournament and Ballymore Cup Tournament Touch Football – All Schools Touch Football Tournament Volleyball – Queensland and Australian Volleyball Schools Cup

Recreational Sport

Students of all ages are offered the opportunity to participate in several recreational sport initiatives across the school year. The purpose of these programs is to engage students in enjoyable physical activities, minus the pressures associated with competition and results

Representative Sport

A key focus of the sport program at ATC is to provide opportunity for boys who have talent and ambition in a sport to pursue representative selection. ATC facilitates involvement in the Queensland School Sport pathway, as members of Northern Eagles District and Metropolitan West Region.

Strength and Conditioning

The ATC Strength and Conditioning program is designed to develop students understanding of different fitness components, which are sport specific and related to general fitness and wellbeing. Students are guided through age and ability appropriate programs under expert supervision. Junior school students are introduced to the Strength and Conditioning program through functional movement activities on the Ninja Warrior Course.

ATC Sport Support Group

At ATC, we have a dedicated and motivated teaching and coaching staff who work tirelessly to provide great opportunities for our boys in addition to their core academic responsibilities. A great way for parents to become involved in your son’s sport is through the ATC Sport Support Group. The group meets regularly and assists the Sport Department in a variety of ways including; assisting with game day setup, canteens and BBQs, coaching and managing teams, officiating, scoring, fundraising and event organisation.

ATC Sport Department Contacts

Mr Nathan Burgess, Head of Sport and Activities: [email protected] Mrs Lisa Mortlock, Sport Administration Officer: [email protected]. Mr Elliot Jackson, Head of Athletic Performance: [email protected] General and Sport Support Group Enquiries

[email protected]


mailto:[email protected].




Clubs and Activities The ATC Clubs and Activities program provides students with enjoyable and highly rewarding learning experiences beyond the classroom. Capturing the enthusiasm of our dedicated staff who generously share their personal hobbies, and utilising the unique opportunities provided by our spectacular campus, the program facilitates exposure to leisure activities that can be relished deep into the student´s adulthoods.

Parents are encouraged to read the information for each Club and Activity carefully before signing their son up, as there are some age and number of participant restrictions, as well as some small levy´s attached to clubs with external providers and/or consistent costs incurred.

Clubs and Activities registrations will occur through the Parent Lounge Portal, with a simple “accept” or “decline” option available. Once students are registered, parents and the student are requested to subscribe to the notifications from that specific Club and Activity on the “ATC College App” (refer to Communications section), as all follow up information will be delivered via that platform.

Actor’s Studio

Year 7-12 students engage in drama and team building games, character and script development, and role play scenarios under the passionate tutelage of Mr Paul Towner. The program for the whole year and culminates in fully scripted performances for the school and wider community.

Coordinator – Mr Paul Towner.

Board Riders (new in 2020)

A brand-new addition to the 2020 Clubs and Activities Program, the Board Riders club will utilise our wonderful South East Queensland coastline, and provide students the opportunity to hone their board riding skills on the Sunshine and Gold Coasts. Beginners will be taught the basics by a recognised surf school, while more experienced riders will follow Mr Paul Towner into the Green Room at whichever break is offering the best waves on that day. Important Information:

- Board Riders is for Year 7 – 12 students only. - There will be two separate Board Rider Groups, beginners and intermediates. Intermediates group

members will need to be assessed and prove to Mr Towner that they have the necessary experience and ability to be in this group

- The beginner and intermediate Board Rider Groups will go on trips on different weekends - There will be two trips per term for each group, dependent on conditions and staff availability

Coordinator – Mr Paul Towner

Chess

Chess lessons for Year 4-12 students are offered on Friday mornings in Terms 2 and 3. External company, “Chess Mates” guide and develop the group member’s skills and passion for Chess, including facilitating the College´s “Chess Age Championship” event. All students with an interest in Chess are invited to register and attend, regardless of their previous knowledge or experience. Coordinator – TBC. For further information – Mr Damian Steele





Da Vinci Decathlon

The Da Vinci Decathlon is an academic competition designed to challenge and stimulate the minds of school students. Students compete in teams of eight in regional, state and national competitions – dependent on results – across 10 disciplines: engineering, mathematics and chess, code breaking, art and poetry, science, English, ideation, creative producers, cartography and general knowledge. Da Vinci Decathlon Teams are coordinated by Mrs Gayle Hollister

Debating & Public Speaking

Debating and Public Speaking have an extremely strong, and continually growing, presence at ATC. Year 5 students are given the opportunity to trial and compete in inter-school Public Speaking events, while Year 6 – 12´s are expertly coached and compete in the Queensland Debating Union (QDU) Competition. ATC also hosts QDU events, which sees students and parents from many different Brisbane schools experience and appreciate our wonderful campus.

Coordinator – Mr Thomas Schaab

Drama and Communication

The College offers a Co-curricular Drama and Communication program. This program develops drama, speaking and presentation skills for students with the option to sit for AMEB examinations. Tuition features small group, age-related classes that are suitable for all levels of experience.

Coordinator – Mrs Megan Shapcott.

Environmental

The Environmental Club is led by Middle and Senior school students with guidance and support from teachers and ground staff. The urban rainforest on the border of the school, affectionately known as, “The Gully”, is the setting where students meet a few mornings per week and take on the responsibility of, regenerating and maintaining the lush green space, planning and caring for new and existing trees, clearing neighbouring waterways, creating inviting pathways and simply enjoying what mother nature has to offer.

Coordinator – TBC. For further information – Mr Damian Steele

Fishing

The Fishing Club capitalises on the campus´ ideal Brisbane River setting and provides an opportunity for novice and experienced anglers to try their luck at landing “a big one”, off our very own pontoon. This club is hugely popular amongst students and staff and includes the opportunity for members to attend a fishing trip at the end of their designated term.

Important information: - Each year group is offered one term of Fishing, with the 2020 term

allocations being: - Term 1: Year 5 & 6 - Term 2: Year 9-12 - Term 3: Year 7 & 8 - Term 4: Year 4 - Number restrictions on participants may apply each term. We apologise

in advance for any disappointment

Coordinators – Mr Simon Martin and Mr Dave Sullivan








Gardening

Gardening club provides an opportunity for Junior School students to meet a couple of mornings per week and enjoy being outdoors and working collaboratively, while developing an understanding and appreciation of Mother Nature.

Coordinator – Mrs Siobhan Brophy

Hip Hop Dancing

Bringing an infectious energy and great experience in teaching dance to each of his sessions, Mr Brett Greinke unlocks the inner performer in each of the students who join this group. Having begun in Term 3, 2019, this activity, which has two separate sessions based on experience and ability, quickly established popularity amongst parents and students. Mr Greinke develops individual confidence and physical proficiency in Year 4-12 students, while mentoring the groups towards their routine that is performed to their peers internally and the wider ATC community at the annual Jazz by the River event. Important information:

- - Two Hip Hop Dancing sessions run per week, beginners and intermediates. Please ensure students are registered to the appropriate group based on their previous dance experience

Coordinator – Mr Brett Greinke

iCentre Clubs

ATC´s two library centres, Mt Sion (Junior School) and Westcourt (Middle & Senior School), actively promote opportunities for students from all year levels to demonstrate 21st century skills. These include the ability to communicate, collaborate, think critically and be creative. As a result, we offer a number of lunchtime clubs throughout the year based on the interests of boys. These clubs include, but are not limited to, Book Club, Coding Club and Makerspaces.

Coordinators – Mrs Ellen Bray (Mt Sion) and Mrs Ros Peters (Westcourt)

Junior Technology

The Junior Technology Club provides Year 4 to 6 students the opportunity to experience coding and creating games through the Hopscotch program. Students explore the use of iPads and computers and learn stop motion movie making under the passionate guidance of Mr Sam Hassett.

Coordinator – Mr Sam Hassett







Mountain Biking (new in 2020)

New to the 2020 program will be a Mountain Biking Club, with the dedicated group of riders scheduled to meet a couple of times per term to tackle the downhill trails that we are very fortunate to have in our area. There will be a strong social element to this club with parents and siblings also invited to join in the fun. Important information:

- All Mountain Bike Club members must have their own mountain bike and equipment. The school’s role in this club will be coordinating and supervising

Coordinator – TBC. For further information – Mr Damian Steele

Photography (new in 2020)

Photography Club is an opportunity for students of all age groups to view the world through a different lens. Photography club will explore the art of photography and how students can better use their own or borrowed camera equipment. Students will finish Photography Club with a professional and presentable portfolio of their own images.

Coordinator – Mr Jackson Hickey

Robotics

Mr Adam Moss facilitates opportunities for students to combine their technical skills with lateral thinking in the Robotics Club. Students work individually and collaboratively to build and program robotic solutions to pre-defined problems, enhancing their communication, cooperation, and problem-solving capabilities in a vibrant and supportive environment.

Coordinator – Mr Adam Moss

SLOGS (Secret League of Gamers)

The Secret League of Gamers (SLOGs) are students from Middle and Senior Schools (Year 7 – 12) who enjoy playing board, card, and role play games. Players of all levels and experience are invited to attend and engage in easy-to-learn, highly enjoyable games.

Coordinator - Mark Watson

Taiko Drumming

Taiko can be best described as percussion meeting martial arts. As Taiko drumming is ensemble drumming with choreographed movement, it is imperative that students develop an awareness of their body movement and strength whilst maintaining the ability to listen to other members of the troupe. Participants practice weekly under the tuition of Tokaton Taiko Company and Mr Ramsey and Mr Bannon, rehearsing for internal and external performances, and culminating in participation in the Queensland Catholic Schools and Colleges Music Festival.

Coordinators – Paul Ramsey & Michael Bannon

Year 4 Cooking

Year 4 Cooking Club provides our youngest students the opportunity to develop their preparation and cooking skills, including cutting and slicing, measuring, mixing, stirring, following recipes and cleaning up. Participants take their delicious masterpiece home each week, much to the delight of their siblings and parents.

Coordinators – Mrs Holly Westphal and Mrs Judith Thorpe










General Information After School Procedures

The school day finishes at the 3.00pm bell. It is the College policy that by 3.30pm any student not collected or not at sports training by 3.30pm should report to Student Reception.

Assemblies

College assemblies are held every Friday morning. Co-curricular assemblies are regularly held on a Tuesday morning. These College and Co-curricular assemblies are held in the St Francis Xavier Centre and the Junior School assembles are held in the Nudgee Junior Hall. Assemblies commence with a community prayer and/or reflection that is led by a class or teacher. They provide a time in which important messages may be relayed to the entire body of students and they also provide an important avenue to recognize student achievements.

Bell Times

School commences for all students at 8.25am every day and finishes at 3.00pm. During the day students have two breaks of 35 minutes each.

Monday / Wednesday / Thursday Tuesday Friday Homeroom 8.25am Assembly 8.25am Assembly 8.25am Homeroom 8.50am Homeroom 9.10am Period 1 8.40am Period 1 9.20am Period 1 9.20am Period 2 9.32am Period 2 10.05am Period 2 10.05am First Break 10.22am-10.57am First Break 10.50am First Break 10.50am Period 3 10.59am Period 3 11.25am Period 3 11.15am Period 4 11.51am Period 4 12.10pm Period 4 12.00pm Second Break 12.41pm-1.16pm Second Break 12.55pm Second Break 12.45pm Period 5 1.18pm Period 5 1.30pm Period 5 1.30pm Period 6 2.10pm Period 6 2.15pm Period 6 2.15pm Dismissal 3.00pm Dismissal 3.00pm Dismissal 3.00pm

Bullying

Ambrose Treacy College seeks and affirms each boy's worth, dignity and vocation. Bullying strikes at the basis of these values and prevents students reaching for excellence in every dimension of life. Students are entitled to receive their education free from humiliation, oppression and abuse. Bullying affects everyone, not just the bullies and victims. It also affects those who may witness violence, intimidation and the distress of the victim. It can damage the atmosphere of a class and even the climate of a school. There is no place for bullying at Ambrose Treacy College and identified incidence of such behaviour will be viewed seriously and immediately dealt with. We aim to educate the boys regarding the impact of bullying and treat all matters seriously. Parent support will be requested from a first offence in this matter as we believe each boy has a right to feel safe at school every day. The College has a strong Anti-Bullying Policy which is available from SEQTA.


Bus Service

The College charters a bus service from Brisbane Bus Lines for Ambrose Treacy College students to and from the Clayfield/Newmarket/Ashgrove/Bardon area (BUS 1). Tickets for this service are purchased via Flexischools. The College also charters three bus services from Southern Cross Transit which it shares with Brigidine College students for the Karalee, Mt Crosby, Anstead, Pinjarra Hills, Fig Tree Pocket, Brookfield, Pullenvale, Kenmore areas (BUS S63 & S64) and Annerley, Tennyson, Graceville, Corinda, Oxley, Seventeen Mile Rocks, Jindalee, Sinnamon Park, Jamboree Heights, Riverhills and Mt Ommaney (BUS S65). Tickets for Buses S63, S64 & S65 must be purchased from Southern Cross Transit. Secondary school students may be eligible for the STAS (School Travel Assistance Scheme) this is dependent on the distance between your residential address and the College. Southern Cross Transit can assist families with determining their eligibility for this scheme. The four services provide buses for travel in the morning to school and in the afternoon from school along a designated route. Where possible, pick up or drop off points are at current designated Council bus stops or at a negotiated safe point. All bus routes and ticket information can be viewed on the ATC website in the DISCOVER ATC – Location & Transport tab. Bus tickets for the Brisbane Bus Lines’ service are made through www.flexischools.com.au. Please go to the Flexischools ONLINE PAYMENTS Tab on the ATC Website. Please then select My Account to log into Flexischools and select the “Online Ordering” tab adjacent to your son’s name. Scroll down to Bus Tickets and click on Purchase Bus Tickets. If you have not set up an account, go to the Flexischools website, select 'Register' and follow the prompt to set up an ONLINE ACCOUNT, make sure you enter your son’s Card number. For bus ticket purchases for the Southern Cross Transit bus services, refer to Southern Cross Transit website. It is the expectation that all ATC students who use public transport either to travel to and from school or for other school-related activities will comply with the ATC Transport Code of Conduct. All students need to recognize the important role they play to ensure safe and responsible travel for themselves and other passengers. The ATC Transport Code of Conduct can be found on SEQTA.

College Board

The College Board symbolizes the collaborative nature of the College and its central areas of responsibility including: formulation of policies, financial administration and efforts to promote and develop the College generally as an authentic Catholic School in Edmund Rice tradition. The College Board provides strong support and advice to the College Principal.

College Yearbook

The College Yearbook, which captures the spirit of the College for that year, is produced annually. The Yearbook is a collage of reports and photographs taken to serve as a report to the community on the College’s journey throughout the year. This publication is a special keepsake for each family. Each family will receive a complimentary copy of the Yearbook.

Emergency Parent Contact Numbers

Parents are able to update their own contact details and emergency contact details via Parent Lounge.

http://www.flexischools.com.au/

http://www.southerncrosstransit.com.au/index.php/services/school-services

http://www.southerncrosstransit.com.au/index.php/services/school-services


Excursions/Incursions

Class Teachers are responsible for ensuring learning is enhanced and extended by relevant day trips and excursions. Field trips and excursions cover a wide range of cultural, social and academic objectives. These visits include museums, plays, environmental centres and places of historical interest. On each occasion when such an activity is organized, parents will be advised by the school. Where appropriate parents will be invited to attend and/or assist class teachers with the supervision of class excursions.

Fundraising Policy

Ambrose Treacy College is an inclusive Catholic community that expresses through words and actions, a desire to assist those at the margins. In keeping with this calling, the College actively supports various local, national and international charity agencies by facilitating the collection of money from the student body and broader community. However, our core business will always be the education of young men.

Our immediate focus is to support those charities and organisations that form our ‘Friendship Groups’ with respective cohorts and houses. Currently this includes Mithra, Blind Eye Ministries, Sense Rugby, Glenleighden School, Meals on Wheels, Boomerang Bags, Cancer Council, Caritas, St Vincent de Paul Society, Legacy and various Christian Brother’s Foundations and/or outreach work.

Only at the Principal’s discretion, may the needs of other charitable organisations be addressed. However, this must not detract from our core business of educating young men or compromise our central Catholic and Edmund Rice values. Additionally, it is not the responsibility of an Ambrose Treacy College teacher to organise fundraising activities to supplement or subsidise the cost of student(s) participating in an activity.

Generally, the College fundraising calendar is planned 12 months in advance so that it can have the least impact on our educational community. In order to best support the charitable intentions of the College, families are asked to support the Term 1 Lenten Fayre as its proceeds are the predominant source for all financial contributions which are made during the year. Mr Matt Warr, The Dean of Faith & Mission, is the contact person for all fundraising activities. Proposals must be firstly approved by the Dean of Faith & Mission prior to any advertising of the planned fundraising.

Homework

Ambrose Treacy College recognises that learning is an on-going process which takes place in a variety of situations, including the home, and hence encourages students to complete homework tasks. Homework includes both written homework and study/revision. It provides students the opportunity to consolidate their classroom learning. It does this by requiring them to complete set work that strengthens and reinforces the learning that they cover within the classroom. A full copy of the College Homework Policy is available on SEQTA Engage.

House System

There are four Houses at Ambrose Treacy College. Each House is allocated a significant colour; Munster (Red), Leinster (Blue), Ulster (Gold) and Connacht (Green). The House colours are identified on the sleeves of the students’ sport shirts. Students are allocated to a House soon after their enrolment. All boys in the same family are allocated to the same House. Athletics, Cross Country and Swimming Carnivals, Debating, Chess and House Challenges are examples of events in the College calendar where students have the opportunity to represent their House. As a Catholic College in the Edmund Rice Tradition, our Pastoral Care structures are consistent with the spirit and ethos of our faith. There are a number of key pastoral roles in place to support, guide and care for young people and to enable strong collaboration between parents and staff.


A vertical House system is introduced in the Senior School comprising students in Years 10-12 across 5 Homerooms per House. Each House will be led by Heads of House. The vertical House system benefits students academically, pastorally and spiritually. The structure encourages student leadership, increases and enhances individual support and guidance including peer mentoring and academic mentoring, strengthens partnerships with students and parents/caregivers and helps build a greater sense of community with increased interaction between year levels. In the Senior School (Years 10-12) a vertical House system is used as a means of providing longitudinal mentoring and tracking for students at this important stage of their journey. During this time, the student remains with the same House, Home Room, Home Room Teacher and Head of House. The vertical House system supports an intentional journey of formation regarding learning, leadership and service in the Senior School.

College House Crests and Mascots

The respective House Mascots were inspired from Irish Mythology as well as the respective histories of the four provinces. The Houses are known as the: Connacht Saints Connacht is famous for its saints and scholarship. The Connacht Saint is inspired by St Brendan of Clonfert known for his bold voyages in pursuit of excellence in faith and scholarship. Leinster Giants Leinster is famous for many stories and characters throughout Irish mythology. The Leinster Giant is inspired from a giant hunter-warrior named Fionmac Cumhaill (Finn MacCool) known for his brave adventures as leader of the Fianna warriors. Munster Kings Munster is famous for its legendary kings and castles. The most famous was Brian Boru who was the last High King of Ireland and the greatest military leader the country has known. Ulster Rebels Ulster is famous for its rebels who strive for justice and freedom throughout Irish mythology. The Ulster Rebel is inspired from the Irish mythological hero Cú Chulainn who is the most famous of Irish Warriors.

Lost Property – Property Identification

Every effort is made to locate lost property, but parents need to co-operate by having their child’s name on every article of clothing and on school books and materials. A waterproof marker pen is ideal to mark most items. Lost property is stored near Student Reception and will be cleared out at the end of every Term. Unclaimed items will be donated to charity.

Night of Excellence

Each year the College community celebrates the year’s journey. The Night of Excellence is a time for the whole community to come together to report on and celebrate the various achievements of the school year.

https://en.wikipedia.org/wiki/Brendan

https://en.wikipedia.org/wiki/Fionn_mac_Cumhaill

https://en.wikipedia.org/wiki/Brian_Boru

https://en.wikipedia.org/wiki/C%C3%BA_Chulainn


Outdoor Education Program The College conducts a camp program across all year levels. These camps form an integral part of the College curriculum and all students are expected to attend them. In 2020, Years 4-10 will be attending camp during Week 6 of Term 1. Year 11 & 12 students partake in extended retreats later in the year. The costs of all excursions and camps are included in the inclusive school fees.

Ambrose Treacy College believes in the holistic education of the young men at the College. Year level camps play an important role in our formation program with students. ATC deliberately and specifically has chosen the word ‘formation’ to describe the actions we look at in the development of our young men. In choosing the word ‘formation’ we see that we have an active role in the process of forming young boys into young men and that this process is the culmination of a number of groups of people who provide opportunities for our young men to discover who they are, what their purpose in life is and importantly how they can play a positive role in the world that they will live in.

An important part of forming young men is to look at ways in which they can be challenged to experience the highs of achievements and learn to deal with the challenges of disappointments. We feel that it is important that young men growing up have opportunities to get out of their comfort zones and to attempt things that they would not normally have the opportunity to experience in the normal run of life.

The ATC Outdoor Education program aims to: • promote positive relationships between students and their peers, and between students and staff. • challenge students and provide them with opportunities for growth • promote personal resilience • develop co-operation, teamwork and an awareness of the benefits of group cooperation and unity • develop positive attitudes towards conservation and a sense of stewardship of all Australia's natural

environments • provide opportunities for students to learn and demonstrate leadership • allow students to have fun

In 2020, it is planned that the program will be based at the following venues:- Year 4 Tamborine Mountain QCCC: Monday 2 March – Tuesday 3 March 2020 Outdoor Experience: 2 days / 1 night in Cabins Activities: Damper making, Rock climbing wall, Low Ropes, Archery, Survivor Challenge, Glider Possum Focus: Getting to know each other and fun Year 5 Currimundi Queensland Recreation Centres: Monday 2 March – Wednesday 4 March 2020 (Group 1); Wednesday 4 March – Friday 6 March 2020 (Group 2) Outdoor Experience: 3 days /2 night in cabins Activities: Coastal experience, Body Boarding, Beach Games, Catapult, Giant Swing, Canoeing, Fishing Focus: Team building and working together


Year 6 Canberra Tour: Tuesday 3 March – Friday 6 March 2020 Experience: 4 days / 3 nights in cabins Activities: CSIRO, National Capital Exhibition, Embassy Tour, A.I.S Tour, Museum of Democracy, National Electoral Commission, High Court Of Australia, National Archives Of Australia, Black Mountain Tower, Botanic Gardens, Royal Mint, National Gallery, AMF Bowling, Parliament House, Australian War Memorial, Anzac Legacy Program, Dzone, Last Post, Questacon , Geoscience Centre, National Museum of Australia, Government House, Mount Ainslie Lookout Focus: Australian Government & Politics, leadership and team building

Year 7 Emu Gully Laidley: Monday 2 March – Wed 4 March (Group 1) & Wed 4 March – Friday 6 March (Group 2) Outdoor Experience: Adventure / Cabins - 3 days - 2 nights Activities: Based on army adventures – Chicken Leadership, The Charge, No Man’s Land, Swinging log, Commando Cable Crossing, Escape from Colditz, Night activity, Bridge over the River Kwai, Tunnel Rats of Tobruk Focus: Leadership focus with challenges and team building

Year 8 Camp Laurence: Moogerah – Wednesday 4 March – Friday 6 March 2020 Outdoor Experience: Expedition/ Camping – 3 days – expedition in small groups involving hiking and mountain biking with activities along the way Activities: Canoeing, Raft Building, Mountain biking, Achery, Giants Ladder, Gully Crossing, Abseiling Focus: Team building, working together, resilience and achieving

Year 9 Sunshine Coast - Coastal Discovery: Tuesday 3 March – Friday 6 March 2020 Outdoor Experience: Expedition/Camping: 4 days/4 levels for boys to choose from; expedition in small groups Activities: Beach Walking, Raft Building, Surf School, Surf Awareness, Sea Kayaking, Navigation, Camping Focus: Leadership, Challenge, Initiative, Decision Making, Team Building, time to ‘hang out’ together

Year 10 – Activities Week: Monday 2 March – Friday 6 March 2020 Students select one activity from range of five One of the EREA Charter Touchstones is based on Stewardship. At ATC we will continue to develop learning programmes and experiences which instill in students a connectedness to the environment and a commitment to being active environmental stewards.

• Street Retreat – Blind Eye Ministries • Construction Camp • Mountain Biking • White Water Rafting • Arts Project Camp

Year 11 Retreat Location: Camp Laurence, Moogerah Dam Dates: Tuesday 14 July – Thursday 16 July 2020 One of Ambrose Treacy College Pillars is Leadership. Students participate in Leadership activities engaging students to be present, respectful and lead through actions.

Year 12 Claddagh Retreat Location: Edmund Park Dates: Wednesday 4 March – Friday 6 March 2020

As Ambrose Treacy was called to make a difference, students will listen and engage in shared stories of the good times and challenging times ahead, reflecting on their relationship with God. Through relatable experiences students have the opportunity to participate in ‘real’ programs.


Photocopying

Printing, photocopying and scanning facilities are available to all students. Students will be given a credit of 100 pages. Additional charges apply for colour and/or above this quantity. Payment can be made via the rechargeable Student ID card at Student Reception.

Playground Supervision

The College takes seriously its duty to supervise all students at all times. Students are supervised before school, during morning tea, at lunch breaks and after school until 3.30pm. Before school supervision commences at 7.50 am.

If in attendance at school early, all Junior School students are to meet in the Year 6 area where they will be supervised as a group from 7.50am–8.10am. From 8.10am students will be supervised in their year level areas.

During lunch breaks teachers are initially on duty in the Year Level eating areas and then in designated areas across the College including handball courts, undercroft areas, in the Library/Computer Resource Centre and the school ovals. This ensures that there is always a staff member that the students can turn to in case of emergency. Staff on duty wear fluoro vests for easy identification for all students. It is important to realise that teachers are not available for consultations whilst on playground duty.

Reporting

Feedback on student assessment and access to assessment results is available for parents and students throughout the year. Teachers upload assessment results and feedback through the College’s E Learning Management System – SEQTA. Results and feedback are typically available within two weeks of work being submitted.

The College reports formally three times a year. The first report is available at the end of Term One and is a pastoral report which outlines how well students have settled into their classes and the year group. The second and third reports are available at the end of Semesters One and Two. In these reports, parents and students receive criterion and overall grades for specific subjects. Grading occurs on a 15-point scale (A+ - E-). The semester reports also indicate the grade distribution of students across the cohort as well as a grade point average, both overall and for core subjects. Formal parent / teacher interviews are available following the issue of all of these reports.

Reports

The College attempts to cater for individual differences in students and to assess each student in two ways: • Progress as it relates to his abilities and learning rate, and • Performance as it compares with his peer group.

School Fees

The College Board is responsible for the setting of school fees each year and recommendations on fees are approved by the EREA Finance Committee. Whilst the College Board aims to set fees on an annual basis, it reserves the right to change these at any time. Fees are due and payable on the first day of each term in the absence of an approved payment plan. Parents are reminded of the necessity to contact the College Business Manager promptly should their ability to meet these financial obligations change.

Fee Statements will be issued via email only at least a week prior to the commencement date of each Term. The College’s preferred method of payment is through a regular payment plan facilitated by completing the School Fee Payment Authority, which is located on the College Website or on SEQTA in the Documents section, under the Finance tab. Another payment alternative is provided to parents by Edstart, a flexible and low-cost way to pay for tuition fees an over an extended period of time. Application can be made on their website www.edstart.com.au.

http://www.edstart.com.au/


The only fees that are not included in the school fees are elective items that operate outside the College core curriculum and are offered by outside private tutors. These outside items include swim club fees (squad fees are included); Club/Association fees (ie basketball, AFL, cricket), speech and drama lessons, Japan Trip, Ski Trip and the instrumental music program. Participation in these activities is dependent on a student’s school fees being up to date and/or a payment plan in place to settle any outstanding debt.

Notice of withdrawal of a student must be given in writing to the Principal with at least a full term’s notice (3 months). Verbal notification or notification to staff members other than the Principal is not considered due notice. Failure to provide such advice to the School in writing will result in a payment of fees of at least one term’s tuition fees in lieu of the required notice. Full details of the College’s Fees Policy can be found on the College Website.

Student Attendance

All students enrolled must attend school every day unless absent for medical reasons or other acceptable reasons. This is a legal requirement imposed by State Legislation. Students may not leave the school grounds once they are at the College.

If a student is absent, caregivers should either phone the absentee Line (3878 0500) prior to 8:25am on that day or submit an Absentee Form via the College App. If you are likely to be absent for several days, please email your son’s Homeroom Teacher and Head of Year/House/Year Level Coordinator and Student Reception at [email protected]. Extended absences of more than a week should be requested in writing to the Principal at [email protected].

When a student has to leave the College grounds during the day, an email from caregivers to the student’s Homeroom teacher and [email protected] specifying the request is required. Caregivers are required to collect their son at Student Reception if they leave the school before 3pm.

Except in cases of emergency, parents are requested to make dental and medical appointments etc. for their son outside school hours. It is expected that families will take holidays within designated College breaks so that learning in term time will not be disrupted. Requests for extra holidays must be put in writing to the Principal at [email protected] and require the Principal’s or Deputy Principal’s permission.

Students who are not in attendance on the day an assignment is due, should upload the assignment to SEQTA or email their teacher a copy. Absence on the day an assessment item is due, is not a reason for non-submission. Students in Middle or Senior School, who are absent for medical reasons, on the day of an examination, should immediately negotiate the sitting of their missed examination, upon return. Students who are absent during examination periods for other than medical reasons, should make direct contact with the Dean of Learning or Head of Department. In order to safeguard the integrity of assessment, the College will not conduct ‘earlier’ examination sessions to accommodate personal circumstances. Arrangements will be made to sit assessment, upon return.

Student Absence During Class Time

Students must scan their Student Card at the Late Arrivals Terminal in Student Reception if:- • A student is late to school • A student is sick and will need to either go home or lie down in sick bay for an extended period • A student needs to leave early • A student is attending a co-curricular activity • Other

Students are issued with a late ticket which must be presented to their class teacher.





Student Health and Wellbeing

The health and wellbeing of students is the College’s primary concern. Students who are unwell during the day or suffer an accident while at school will be taken to the First Aid Room which is located at the Student reception. Should it be determined that the child is not well enough to return to class, parents will be contacted and requested to collect the child from the College. In case of accidental injury, first aid will be administered by Office Staff and parents contacted if the matter is serious. If parents cannot be contacted, persons listed as emergency contacts will be telephoned. Where illness or injury is deemed to be serious, the Queensland Ambulance Service may be contacted. It is essential that parents inform the College of any change in contact numbers or those of the student’s emergency contacts.

Student Attendance at School When Unwell

Any child who is unwell should not be sent to school. If a child has any condition that may be infectious to other students, he should remain at home until the danger to other students has passed. A list of infectious diseases and the period for which students should remain at home is available from the Student Reception.

Administration of Medication

If a student requires prescription medication at the College, it should be handed to the College reception with written permission and instructions from a registered medical practitioner or pharmacist for its administration by College staff. If your son requires an Epipen, an action plan should be provided to Student Reception.

Administration of Non-Prescription Medicine

The only instances in which non-prescription medication (including Panadol, aspirin and other painkillers) will be administered by the College is with written approval from the child’s caregivers. Students are not permitted to bring non-prescription medication to school for self-administering.

Sun Safety

The College operates a SunSmart School. All students are required to wear the College hat or cap whenever they are participating in any outdoor activities. Children without a hat or cap will not be allowed to participate in outdoor activities and will be required to remain in a shaded area during the duration of the activity.

Tuckshop – Paddy’s Place and The Bake House (including Flexischools)

The College tuckshops are staffed by parent volunteers under the guidance of the Food Services Manager, Maelisa McNeil. The tuckshop is open Monday to Friday for Breakfast (7.30am-8.30am) "Paddy's Place only", First Break (10.22am-10.59am) and Second Break (12.41pm-1.18pm) offering nutritious food including a variety of vegetarian and gluten free options. Morning Tea and Lunch are ordered and paid through www.flexischools.com.au, and additional snacks and treats can be purchased with a linked student card. Breakfast can only be purchased via the student card. We are always looking for Mums, Dads, Grandparents and Carers to assist. Please contact Maelisa McNeil at [email protected] for further details. Flexischools is an online ordering system that you can access 24/7 from home, work or a mobile device. Online orders are convenient, fast and accurate, and you can pre-order days or even weeks ahead. Use Flexischools to order online and pay for 1st Break and 2nd Break items. The entire menu is online, so please pre-order as much as possible to reduce queues at the tuckshop. The cut-off time for online ordering is 8:30am daily. Students can also purchase extra items (eg. ice blocks) over the counter using their Student ID card (the ‘cashless card’).



Uniform

The College uniform is a unifying influence for the school community and is a valuable part of a young man’s education to learn to present himself in a neat and appropriate manner. All students must neatly wear the school uniform without exception. Parents are asked to ensure that their son/s are wearing the correct uniform and that all items are labelled with their son/s name.

The formal College uniform consists of a blue and white striped shirt, grey shorts, grey College socks, black belt and black leather school shoes. Senior School students, whilst not compulsory, are strongly advised to wear long trousers throughout the year. Between Mother’s Day and Father’s Day the College tie and suit coat are also to be worn. Specific dates and requirements will be notified by the College, including hot weather variations. The College jumper may also be worn during cold weather.

Junior and Middle School students can wear their sports uniform to and from school only on scheduled PE practical day. PE teachers will communicate this in their first lessons and, at times, may be subject to change. Please be mindful that this is the uniform that students wear in public and is therefore representing our school. Students should be wearing ATC branded socks. Junior School students can also wear their sports uniform to school on a Friday. The sports uniform consists of blue polo, blue shorts, cap, ATC socks and sportshoes. Correct Ambrose Treacy College sports uniform is to be worn when representing the College. Each sport has a specific team uniform that is required by all team members.

Students in the Senior School will be required to travel to and from school in their formal school uniform regardless of whether they have PE during the day. Students in the Senior School are expected to change into their sports uniform at school for their PE lesson.

The College broad rim hat or cap is to be worn for PE lessons, and the broad rim hat for break times. Students in Years 7-12 have an option to wear the College Formal Cap. The Formal Cap is navy blue, with crest and ATC initials embroidered on the back of the cap. College bags (backpack, large bag, small bag) are the main bag to be used. Please refer to the College Uniform Policy in the Documents section in SEQTA Engage.

Students at Ambrose Treacy College receive College Badges as they progress through the community. These badges use symbols from our College Crest and symbolise the Formation Pillars of Learning (Open Book), Service (Celtic Cross), Leadership (Star). Upon entry to the College, students will receive the School Badge as a reminder they are called to be a Signum Fidei “Sign of Faith”. Additional badges are distributed as they enter into each School according to their year level.

Book Received in Year 4 (Junior School)

Cross Received in Year 7 (Middle School)

Star Received in Year 10 (Senior School)

House Badge (Senior School)

Thereby when a student is in Year 12, they will proudly display all 5 badges. These badges should be worn on their suit coat. The College Crest should be worn on the right lapel with the additional badges on the left lapel. These should not be worn on the College tie. There is no initial cost for these badges; however, if a student loses a badge and wishes to purchase a replacement, these are available from Student Reception and the cost of $5.00 each included on the next financial invoice as part of the school fees.

Uniform – School Locker

The College Uniform can be purchased at The School Locker Oxley. Products are available for purchase online at www.theschoollocker.com.au

Address: The School Locker Oxley, ‘The Zone’, 2118 Ipswich Road, Oxley QLD 4075

Phone: 3275 2500 Email: [email protected]

Opening Hours:

Monday: 8.30am - 5pm Thursday: 8.30am - 7pm

Tuesday: 8.30am - 5pm Friday: 8.30am - 5pm

Wednesday: 8.30am - 5pm Saturday: 9am - 5pm & Sun: 10am-4pm*

*Please note opening hours on Sunday are during peak times only

http://www.theschoollocker.com.au/



Frequently Asked Questions As a student what do I do when…

I am absent from school:

Parents or Caregivers phone Absentee Line (3878 0500) prior to 8:25am on the day or submit an Absentee Form via the College App. If you are likely to be absent for several days, your parent or caregiver must email your Homeroom Teacher and Head of Year/House/Year Level Coordinator and Student Reception at [email protected]. Extended absences of more than a week should be requested in writing to the Principal at [email protected]

I am late to school:

If you arrive after 8.25am you must report to Student Reception and scan your Student ID card.

I wish to leave school during the day:

You must have a note or email from your parent or caregiver requesting permission to leave at a certain time. The note or email is to be shown to the Homeroom teacher who will sign it, please also cc [email protected]. For all students, a caregiver must sign out the student at Student Reception by scanning the Student ID card. It is the student’s responsibility to present the note to Student Reception. Senior School students are required to sign out at Senior Reception and to sign back in at Senior Reception if they return later that day.

I wish to be excused from Physical Education:

Provide a note or email from your parent or caregiver outlining the reason you cannot participate and present it to your PE teacher.

I have lost property:

To avoid lost property all items of clothing should have your name clearly labelled on it. Go back to where you think you lost it and check; then check the collection of unmarked lost property in Student Reception. If you find an item you wish to send to lost property, please place it in the designated area in Student Reception.

I am feeling sick:

Any time you are sick, report to Student Reception with a Student Pass from your teacher. If you are required to leave the College as a result of being sick, your parent or caregiver will be notified and this information will be recorded in SEQTA.

I am injured:

In the case of an injury during lunchtime, please report to Student Reception and your relevant teachers will be notified via email of your presence. If you are required to leave the College as a result of being injured, your parent or caregiver will be notified, and this information will be recorded in SEQTA.

I have forgotten my lunch:

If you have forgotten your lunch, please report to Student Reception to obtain a blue slip. The blue slip is then to be presented to the Tuckshop to obtain a $2 scroll. Funds will be deducted from your Flexischools account or noted in the IOU book if no funds are available.

I am missing an item of uniform:

If you are missing an item of uniform it is your responsibility to inform your Home Room teacher at 8.25am who will issue you with a Uniform Pass.



If my parent or caregiver wants to contact you during the day:

With the busyness of the College at the end of the school day messages cannot be guaranteed to reach you after 2:00pm. If you are a Middle School student or Senior School student, your caregiver is asked to email you directly or leave a message on your phone. Please check your emails and phone messages at the end of the day. If you are a Junior School student, your caregiver is asked to contact the College Office by phone (3878 0500) and, where possible, the message will be directed to you.

I have missed my assessment due to illness?

In Junior School, parents or caregivers should contact the student’s teacher. In Middle and Senior School, parents or caregivers should make contact with the appropriate Head of Department. In some cases, for example, in the event of an examination, a medical condition is grounds for a rescheduling of the assessment. This will be done through the office of the Dean of Learning, providing students have appropriate supporting documentation. In Middle School, this may take the form of a parent letter or medical certificate. In Senior School, this must be a medical certificate.

In the event a student is absent on the day an assignment is due, the student is asked to email the assignment to the teacher or Head of Department, or to upload the assignment to SEQTA. Being sick on the day an assignment is due, unless in the case of severe impairment, is not grounds for non-submission of assessment.

I need an extension on my assignment due to prolonged illness or significant personal upheaval?

Students and parents or caregivers may complete a ‘Request for Extension’ form which should be submitted to the appropriate Head of Department 48 hours in advance of the due date. The form can be located in the School Documents section of SEQTA. Students will be required to show evidence of their work progress. Sickness in the immediate period before an assessment item is due, does not qualify as grounds for extension. Most often students are given many weeks to work progressively on tasks and should be in a reasonable position to submit work, in advance of the due date.

I am unable to attend a scheduled lunch time or after school detention:

It is hoped that scheduled detentions will take priority over all other commitments; however, the College understands that this may not always be possible due to external appointments. If you are unable to attend your scheduled detention, please contact your Head of Year to make alternative arrangements.

I have lost or damaged my laptop:

If you have lost or damaged your laptop, contact IT’s ServiceDesk or call 07 3878 0508 as soon as possible.



Communication

Twigg St, Indooroopilly, Qld 4068

P (07) 3878 0500 F (07) 3878 0501

www.atc.qld.edu.au [email protected]

Office Hours Term Time Office Hours During Holidays

7.30am-5.00pm 8.00am-4.00pm

School Hours 8.25am-3.00pm

College Leadership Team Mr Chris Ryan – Principal Mr David Gardiner – Deputy Principal Mr Peter Nugent - Business Manager Ms Lara Morgan – Dean of Learning Mr Conor Finn – Dean of Formation Mr Matthew Warr – Dean of Faith & Mission Assistant Deans Assistant Dean of Formation – Mr Brendan Flanagan Assistant Deans of Learning Inclusive Practices – Mrs Sally Flynn School Improvement – TBC Student Development & Learning Analytics – Mr Dallas Moffat Head of Junior School Mr Michael Stewart Year Coordinators/Heads of Year Level Year 4 - Mr Lawrie Gordon Year 5 – Mr Brett Cashmere Year 6 - Ms Erin Moffat Head of Year 7 – Mr Dave Sullivan Assistant Head of Year 7 – Mr Shane Koimans Head of Year 8 – Mr Matthew Ribeiro Assistant Head of Year 8 – Mr David Mapleston Head of Year 9 – Mr Bernard Wong Assistant Head of Year 9 - TBC

Heads of House Mr Sam Brown - Leinster Mr Cameron McConnell - Ulster Mr David Robertson - Connacht Mr Paul Towner - Munster Director of Co-curricular Activities - Mr Damian Steele Head of Instrumental Music Performance – Mr Jonathon Bolt Head of Sport & Coaching Development – Mr Nathan Burgess Director of IT – Mr Sebastian Tabulo Head of Business – Mr Patrick Howell Head of Design & Industrial Technology – Mr Sean Smith Head of Digital Technology – Mr Adam Moss Head of Health & Physical Education – Mr Timothy Walker Head of Humanities – Middle School - Mrs Lisa Holohan Head of Humanities – Senior School - Ms Christina Chapman Head of Information Services - Mrs Ros Peters Head of Learning– Junior School – Ms Belinda Emmi Head of Mathematics - Senior School – Mrs Katrina Mansfield Head of Religious Education – Miss Danika Ehlers Head of Science – Senior School – Mr Ben Rerden Head of STEM – Middle School – Mr Patrick Behan Head of The Arts – Mr Jason Goopy Head of Senior Pathways & Careers – Mrs Michelle Kath Aboriginal and Torres Strait Islander Support Officer – Mr Brett Greinke Service Program Coordinator – Mr Andrew McCrohon



College App

The College App is a communication tool that the College uses for all communication to parents including information pertaining to year levels; curriculum; formation; excursions; co-curricular music – including rehearsals, performances, cancellations and reminders; co-curricular sport - including fixtures, training, cancellations and reminders, co-curricular clubs – registration, timetables, cancellations and reminders; College events and community news. The App also provides access to SEQTA Engage, Parent Lounge, ATConnect blog, absentee notification and online payments. The College App is available on android and Apple devices. Parents and students are encouraged to install the App so they can remain up to date with all that is occurring at the College. To manage notifications from the App:

• Open up the ATC App and click on the cog wheel icon on the bottom right hand side.

• Tap on subscriptions to choose the information you want to edit.


• Select the tags you wish to subscribe to by tapping on each area. Please note that default settings are ‘ALL’ so deselect and then tap to personalize your son’s activities.

• Select your son’s year level and class.

• Select your son’s sport interests.

• Select your son’s cultural and club interests.


College News

ATConnect, the College blog, is available via the College website, App or Facebook page. It is a daily informational series of articles covering all areas of College life including a weekly message from the Principal and stories from the Learning, Formation, Service and Co-curricular Activities departments. Parents are encouraged to make a habit of following ATConnect so they can remain up to date with all that is occurring at the College.

College Website

The College Website (www.atc.qld.edu.au) provides access to Parent portals including SEQTA Engage and Parent Lounge. It also provides access to the Student portal, SEQTA Learn. In addition, access is provided to the Enrolment process, Leadership, Learning, Service and Co-curricualr overviews, ATConnect, Facebook, Instagram, Transport and much more. The College Website is designed as a source of information for the wider community.

Messages

Parents are asked to refrain from requesting that phone messages be relayed to students except in cases of emergency. Urgent messages only will be relayed to students. Parents are requested to ensure that all personal and transport arrangements are clearly defined before the student arrives at the College. With the busyness of the College at the end of the school day messages cannot be guaranteed to reach students after 2:00pm. If your son is a Middle School student or Senior School student, you are asked to email your son directly or leave a message on his phone. Students are to check their emails and phone messages at the end of the day. If your son is a Junior School student, you are asked to contact the College Office on 3878 0500 and, where possible, the message will be directed to your son.

Mobile Phones

The College recognises that there are times when it is genuinely appropriate and useful for students to have access to a mobile phone - for example, to contact parents in emergencies, to confirm or change a collection time after practice. It is neither necessary, nor acceptable however, for mobile phones to be switched on or used during class or lunch times. Students in the Middle School and Senior School may use their phone at their locker during break times or before 8.25am to check messages and/or the College App. It is an expectation that all staff will challenge any student seen using a mobile phone at any other time/place during the school day. No personal electronic devices are to be used in the iCentres. If students need to contact their parents/caregivers during the school day for emergencies or other important reasons, they can contact them through Student Reception. If parents need to contact their son during the school day, they can ring Student Reception and a message will be relayed as soon as possible. Email is a quick and effective form of communication via the classroom teacher or Student Reception. It is expected that parents do not phone their son during the school day and expect him to answer. If mobile phones are ‘heard or seen’ between 8.25am and 3.00pm, they will be confiscated by the staff member and handed to the Head of Junior School/Head of Year/House. The HJS/HOY/HOH will enter a Pastoral care note in SEQTA. Please refer to our Personal Electronic Device Policy for more details.

Teacher Communication

The College believes a productive partnership between home and school can really enhance the educational experience for our boys. Parents are encouraged to establish contact with staff for any matters of concern. Except in cases of emergency, teachers are not available for interviews during class periods or at sporting functions or social occasions. If a parent would like to arrange an interview with the Principal or any other member of the College Leadership Team, an interview time can be organized through College Reception.

http://www.atc.qld.edu.au/


Learning Management System – SEQTA Engage

Ambrose Treacy College introduced a learning management system in 2015 through a software package called SEQTA. The parent portal for this information is SEQTA Engage. Students and parents have 24/7 access to the College Learning, Service and Co-curricular information. Through SEQTA, parents have a one-stop quick and easy access to all relevant information. It also provides quick communication with staff at the College. The SEQTA engage parent portal provides you with access to:

• Welcome – parents will see a version of the College calendar with key dates/event/information. • Assessments – your son’s assessments in each subject plus upcoming assessments will be highlighted.

Courses – course outlines will be available for your son’s subjects. • Dashboard – your son’s homework, Timetable and any unresolved absences are displayed under this tab. • Documents – including Assessment Planners, Booklists, Policies & Procedures, Tuckshop & Uniform

information. • Portals – under this tab you will be able to see your son’s student splashpage, plus information highlighting

key events. • Reports – your son’s reports can be accessed online. • Settings – you can change your password here. • Timetable – your son’s timetable is also displayed here. Please refer to the SEQTA Engage Parent User Guide once logged in. This guide has been designed to provide you with a single reference point for accessing school-based information.

Parent Lounge

The Parent Lounge will provide you with access to book Parent Teacher Feedback Meetings, allow parents and caregivers to share their contact details in the Parent Directory and to pay for tours, excursions and co-curricular activities. In the near future parents will be able to update their son’s medical details via Parent Lounge.


School Policies A list of all current College Policies is accessible via the SEQTA Engage, Documents section.

Transport Access to College Grounds Motor vehicle access to the College is available from both Kate Street and Twigg Street. All parents are reminded that all motor vehicles travelling within the College grounds are limited to a speed of 10 km/h. There are two student set down and pickup areas: • along the internal road, Duhig Drive. The road is a two-way access road via Kate Street and Bridge Street. • Bridge Street, at the bottom area shelter off Twigg Street. Parents are asked to use Duhig Drive and/or Bridge Street, off Twigg Street, and to refrain from using Ian Derrik Drive, the road leading to College Reception. At 3.30pm all students who have not been collected must move up and wait at the Student Reception. If a student is concerned that their parent has not collected them by 3.30 pm, they should report to Student Reception and telephone their parent to confirm pick up arrangements. Car parking is available via Kate or Twigg Streets. Ian Derrik Drive, the internal road up to the Main Office is for parents collecting their son from Student Reception. Parking is otherwise only available for deliveries and nominated staff. Helpful tips Plan your trip to avoid arrival at peak times (8.15am – 8.25am and 3.00pm – 3.10pm) Pull in and stay in your car - move up to the head of the queue Pick up or drop off children via the car’s kerb doors Move out safely and adhere to parking and traffic signage If your child is not at your arranged spot, go around the block and try again

School Plan

Parent Involvement At Ambrose Treacy College we welcome parents’ involvement in their son’s education. This involvement may take a variety of forms including assistance in classes and on class excursions. Teachers will outline those areas where they would welcome parental assistance and these will be communicated with parents in the first few weeks of the school year. We know that parents understand our requirement that the confidentiality of students’ progress and activities be respected. Please note that volunteers will not be allowed to participate in College activities without having first read and acknowledged our Key Messages document, available on the College website. These messages include information pertaining to Emergency Procedures, the EREA Code of Conduct, EREA Privacy Policy and Guidelines, Workplace Health and Safety, ATC Child Protection and Blue Cards.

Parent School Communication Frequent communication between the school and home is essential. The College aims to work in partnership with the home and recognizes that parents wish to be informed of any problems. Likewise, there is a need for parents to keep the school informed of any events that may impact on the life of the child at school. It is hoped that through this mutual communication we will be able to provide a safe and supporting environment for your son. The College’s Learning Management System (SEQTA engage) provides a quick and efficient form of communication between parents and teachers.

Student Parent Teacher Feedback Meetings At the commencement of each year a parent information evening is conducted with class teachers. This provides parents with an opportunity to meet their child’s teacher and to clarify the educational aims of the school and the expectations of the teacher for the year. Formal individual student parent teacher feedback meetings are held mid-Term 1, early in Term 2 and Term 3. In the Middle and Senior School, the major aim of interviews is to provide families with an opportunity to meet with teachers who taught their son an academic subject in the immediate preceding weeks leading up to the interview time. Students are encouraged to attend and participate in conversations about their learning. During the meeting, focus will be on areas of strength and specific strategies for improvement. No interviews will be conducted with Heads of Year Levels at these times. A separate meeting should be arranged directly with the relevant Head of Year if this is required.

Parents and Friends Association The Parent & Friend Association is primarily a fund-raising and friend-raising organisation. All P & F functions are strongly oriented towards fostering a co-operative community spirit among parents. The P & F meet each month. One major function is held each term. The P & F Executive is comprised of the President, Vice President, Secretary and Treasurer. The P & F is an essential part of College life as it is an important link between College and family life.


Key Dates Please refer to the College Calendar for up to date events. This can be found on SEQTA and the College App.

Tuesday 28 January 2020 Open Classrooms Wednesday 29 January 2020 Day 1 Term 1 for all students

Year 4 8.25am-2.30pm Years 5-11 8.25am-3.00pm

Tuesday 11 February 2020 ATC Opening Mass Riverlife Monday 2 March – Friday 6 March (Week 6) Year Level Camps Friday 3 April 2020 Last day Term 1 Friday 10 April 2020 Good Friday Sunday 12 April 2020 Monday 13 April 2020

Easter Sunday Easter Monday

Monday 20 April 2020 Saturday 25 April 2020

Day 1 Term 2 ANZAC Day

Monday 4 May 2020 Friday 19 June 2020 Monday 13 July 2020 Wednesday 12 August 2020 Friday 4 September 2020 Friday 18 September 2020 Monday 5 October 2020 Tuesday 6 October 2020 Tuesday 20 October

Labour Day Public Holiday Last day Term 2 Day 1 Term 3 The Royal Queensland Show (Ekka) Public Holiday Ministerial Pupil Free Day Last day Term 3 Queen’s Birthday Public Holiday Day 1 Term 4 Night of Excellence

Term Dates 2020 Term One Commences Wednesday 29 January 2020

Term Ends Friday 3 April 2020

Term Two Commences Monday 20 April 2020

Term Ends Friday 19 June 2020

Term Three Commences Monday 13 July 2020

Term Ends Friday 18 September 2020

Term Four Commences Tuesday 6 October 2020

End of School Year Friday 27 November 2020 Year 12 – Friday 20 November 2020


College War Cry Leader: Irish Warriors! All: GIREBA Leader: Kah Goo Gun Kah Goo Gun Blue, White, Green, Tiocfaidh Ar a (chucky are la) Ambrose Treacy, Ardu chun cath (ardoo-foon ka) We will not suffer, We will not rest We wear our pride on our chest We’re ATC, no jorro ma Irish Warriors !!

Go Brach!

College Song Service, learning, leadership, Community and knowledge. We’ll meet any challenge with Dignity and courage Chorus Hear the voice of Edmund Rice; Hear his spirit calling. Signum Fidei is what we are at Ambrose Treacy College. Raise the flag of the Blue White Green and Stand with all our brothers. Shine our light out to the world. Compassion for all others. Chorus Build on the traditions of Proud old Nudgee Junior. Take the journey bold and brave as Leaders of our future. Chorus Hear the voice of Edmund Rice Hear his spirit calling. Signum Fidei, is what we are at Ambrose Treacy College

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