Granville South Creative & Performing Arts High School is committed to explicitly teaching and modelling positive behaviour and to supporting all students to be engaged in their learning.
Our goal is to inspire every child to participate positively in society. We focus on promoting excellence, opportunity and success for every student, every day. We value and strive to develop safe, respectful learners in a caring learning community.
The principles of positive behaviour support, trauma-informed practice, inclusive practice, and social emotional learning underpin our daily practice. High expectations for student behaviour are established and maintained through effective role modelling, explicit teaching, and planned responses.
Our processes are founded on the idea that students must learn to take responsibility for their own actions and to ensure all staff respond to these challenges consistently to support students to acknowledge harm and learn from their behaviour.
GSCAPAHS Strategic Improvement plan includes a focus on improving behaviour in the classroom, Strategic Direction 2: Effective Classroom Practice. Teachers will develop consistent routines and well planned teaching, all students can engage in productive learning with minimal disruption. Teachers will develop a stronger understanding of student behaviours and will implement strategies to assist students in achieving success.
Download here the full School Behaviour Support and Management Plan document.
To achieve our mission, key approaches and programs prioritised and valued by the school community are:
- Restorative Practice
- Whole school PBL linked with LEARN expectations
These programs prioritise social and emotional learning which supports good mental health, positive relationships and supports prevention of bullying.
Restorative practice is a whole school teaching and learning approach that encourages behaviour that is supportive and respectful. A restorative approach focuses on building, maintaining and restoring positive relationships, particularly when incidents that involve interpersonal conflict or wrongdoing occur.
GSCAPAHS is a community and partially selective school emphasising student engagement and success. Its motto is "Do Unto Others".
The school's main focus is on improving student learning outcomes through quality teaching practices underpinned by targeted whole school teacher professional learning. We are committed to developing a learning culture which emphasises critical thinking and ensures students develop self-discipline in their study habits.
Our wellbeing systems provide a safe, respectful and caring learning environment; encouraging personal excellence; promoting relevant learning experiences; and supporting student participation and success.
Download here the full School Behaviour Support and Management Plan.
School-wide expectations and rules
Granville South Creative & Performing Arts High School has the following school-wide expectations and rules:
LEARN expectations:
- Listen
- Equipped
- Achieve
- Respect and Responsibility
- Never Give Up.
|
Listen |
Equipped |
Achieve |
Respect & Responsibility |
Never give up |
|---|---|---|---|---|---|
Classroom Expectations |
Follow instructions of staff and allowall to learn. |
Bring all necessary equipment and wear full school and sport uniform. |
Be on time, on task and prepared to achieve your personal best. |
Respect yourself, others, property and community. Be responsible in the classroom, playground and the community. |
Be proactive and ask for help. |
Quad Expectations |
Listen to announcements and move to class on time. |
Be safe – engage in approved activities only. |
Include others and consider personal space. |
Be tidy – put all rubbish in the bin. |
|
Canteen Expectations |
Be safe – keep the area free from of ball games. |
Speak politely. Be patient – wait your turn in line. |
Be tidy – put all rubbish in the bin. |
||
Oval Expectations |
Move to class on time and stay in-bounds. |
Be safe. Engage in approved activities only. |
Include others and consider personal space. |
Be tidy – put all rubbish in the bin. |
|
Assembly Expectations |
Be polite – listen and watch attentively. |
On time and in your appropriate place. |
Devices and hats off and out of sight. |
||
Excursion Expectations |
Pay attention to when and where to meet. Follow instructions from teachers and excursion staff. |
Wear full school uniform. Bring the required equipment listed on the permission note. |
Work to reach the goals of the excursion. |
Be courteous to all excursion staff and members of the public. Keep vehicles and venues clean. Hand in notes and money before the due date. Be on time to the excursion. |
Try your best with all activities. Ask for help if you need it. |
Upper Rec Expectations |
Move to class on time and stay in-bounds. |
Engage in approved activities only. |
Include others and consider personal space. |
Be tidy – put all rubbish in the bin. |
|
Bus Stop Expectations |
Follow directions of staff and the bus driver. |
Line up next to the fence and stay clear of the road. |
Arrive promptly and have your Opal card ready. |
Behaviour code for students
NSW public schools are committed to providing safe, supportive and responsive learning environments for everyone. We teach and model the behaviours we value in our students.
The Behaviour code for students can be found here.
Whole school approach across the care continuum
Our school embeds student wellbeing and positive behaviour approaches and strategies across the care continuum and responds to behaviours of concern, including bullying and cyberbullying behaviour. Behaviours that do not constitute bullying include mutual disagreements or isolated incidents.
These approaches and strategies are built on a foundation of evidence-based effective classroom practices that set the tone for engagement with learning and respectful relationships. These practices include:
- Explicitly teaching classroom expectations
- Establishing predictable routines and procedures that are communicated clearly to students
- Encouraging expected behaviour with positive feedback and reinforcement
- Discouraging inappropriate behaviour
- Actively supervising students
- Maximising opportunities for active engagement with learning
- Providing carefully sequenced engaging lessons that provide options for student choice
- Differentiating learning content and tasks to meet the needs of all learners
- Differentiating and adjustment for students with diverse needs.