Good discipline and effective learning
The school has a responsibility to maintain discipline and provide a safe, supportive and responsive learning environment. In order for this to be achieved, all students are required to meet the expectations and actions stated in the NSW Behaviour Code for Students. These statements appear on the front page of student diaries and are presented to students on the first day of the school year.
Students who do not meet these expectations are supported to meet these expectations in accordance with the student behaviour strategy and detention and timeout guidelines, and student behaviour procedures.
Our school aims to provide a positive learning environment during every lesson. Students who disrupt the learning of others can be removed from the normal school routine until they are prepared to contribute positively to the learning outcomes of the class. Students experiencing difficulties can be identified by the classroom teachers and/or the year advisor.
The school counsellor and student support officer provide a strong base to assist students to improve their learning experiences. A Student Support Team consisting of the Head Teacher Welfare, Head Teacher Teaching and Learning, Head Teacher Student Engagement, the senior executive, the support teacher, careers adviser, counsellor, and student support officer regularly meet to discuss supporting students.
School uniform is enforced. The students are proud of the school and display their correct uniform with pride.
The school has an effective policy for responding to students who repeatedly disrupt the learning of others. A brief outline is found in the student diary. Students are warned of behaviour that disrupts learning and receive consequences for such behaviour. Through this process students are asked to meaningfully reflect, are supported in their wellbeing, and have parents brought into the process to support acknowledgment and rectification of this behaviour.
Behaviour which involves harassment, abuse, interferes with the safety of others or is harmful is not tolerated. As are actions which aid or abet these behaivours. Teachers will impose direct consequences for such behaviour while aiming to bring restitution to the situation. Certain behaviours may require immediate suspension.
Wellbeing education for life and learning (w.e.l.l)
The Kirrawee High School motto is Measure by Achievement. But in order to achieve, we need to be happy and have a sense of wellbeing and flourishing. Each student and staff member contributes to the overall wellbeing of all others.
We place high importance on the wellbeing of all students and staff. In order to make your contribution you are encouraged to find your unique strengths and to become fully engaged in the school community.
Important qualities contribute to student strengths:
- Hard work and persistence
- Values (eg: fairness, respect, care, responsibility, participation, excellence)
- Resilience and emotional intelligence
- Ability (e.g. sport, humour, music, friendliness, memory, drama, logic)
Hard work + Values + Resilience + Abilities = Character
Your success in learning and in life depends largely on your or character strengths. The W.E.L.L. program includes such programs as peer support, student advisors, learning support, personal development, recognition assemblies, mentoring and daily reminders. There are also many whole school social justice initiatives (e.g. NAIDOC, Harmony Day, White Ribbon, RUOK) that encourage students to develop inclusive, compassionate, forgiving, and supportive outlook on a just society. All events at Kirrawee High are bound by four central qualities:
These can assist you to develop your strengths and to achieve your best.
We have a number of support personnel at Kirrawee High to assist students from Years 7-12 in all areas of learning. Ms Leah Moon is the Head Teaher in charge of Teaching & Learning who supervises staff providing learning support.
For any further information, please contact by calling the school on 9521 2099.
The Peer Support program is currently running in 470 secondary schools. Year 10 students are trained to become leaders of a small group of Year 7 students at the Peer Support Camp at the end of Year 10.
At the beginning of the next year they take up these positions. The groups meet formally for 10 sessions and undergo a structured course of activities. The course is designed to foster friendship, confidence, self-esteem, communication skills, self acceptance, self responsibility and conflict resolution skills. They also develop a small family group led by more mature peers within the school and this helps to make their transition to high school more personal and less threatening.
The benefits gained by the Year 11 students are often overwhelming. Feedback shows that the students develop a responsible and caring relationship with their group. They also develop leadership skills, increased confidence and self-esteem and an increased ability to communicate with and understand different people. The senior student is a valuable resource and Peer Support can give them a positive role in the school. The skills that they develop are important future life skills.
The Head Teacher Welfare, Year Advisers and Deputy Principals are responsible for leading the implementation of the anti-bullying policy and plans.
The anti-bullying plan can be located on the rules and policies page