“This policy is recognition of the fact that Sydney Catholic Schools (SCS) acknowledge Aboriginal and Torres Strait Islander peoples as the custodians of the lands upon which our schools stand. We pay our respects to Elders, past, present and future.
“This policy is recognition of the fact that Sydney Catholic Schools (SCS) acknowledge Aboriginal and Torres Strait Islander peoples as the custodians of the lands upon which our schools stand. We pay our respects to Elders, past, present and future.
Type: Policy
Classification: Operational
Policy Number: SCS2024021
Released: 1 May 2024
Review Date: 1 May 2026
Rescinds/Replaces: TL201806-1.0
Related Documents
Student Acceptable Use of Technology Agreement
Bring Your Own Device (BYOD), means that students bring to school personally owned devices for the purpose of learning.
The access to devices that a BYOD program provides, will assist students in developing digitalliteracy, fluency and citizenship while preparing them for the high-tech world in which they will live, learn and work. It will have the potential to empower students by giving them a voice in the
decision making process of how they use technology in their own learning.
It will also allow teachers to continue to employ technology in the classroom while building on the experiences gained in the previously government-supported Digital Education Revolution (DER) model (2008).
This policy applies to all SCS staff, students and parents/carers. In this policy staff means all employees of SCS, members of religious orders engaged in schools, volunteers, trainees, interns and labour hire employees.
The following principles guide how this policy will operate in practice:
3.1 Equity and access to technology should be provided for all SCS students.
3.2 SCS schools will endeavor to provide a safe and secure online environment for all learning activities.
3.3 The integration of ICT is to support and enhance contemporary, authentic learning in SCS schools.
3.4 No students should be disadvantaged by a local community’s decision to move to a BYOD model.
The Enrolment Policy for systemic Catholic schools in the Archdiocese of Sydney is set within the context of the Church’s mission to evangelise, and is founded upon the Vision and Mission Statements for Catholic schools
Type: Policy
Classification: Operational
Policy Number: SCS2022008
Released: 14 March 2022
Review Date: 14 March 2025
Rescinds/Replaces: TL201401-1.1
Sydney Catholic Schools (SCS) is committed to supporting all students to achieve their educational potential and flourish through an education that nurtures the whole person. In alignment with the SCS Mission, Vision and Values and the aspirations of the Magis Strategy, this includes recognising gifted students’ advanced learning capacity and providing tailored learning opportunities that foster intellectual excellence, personal growth and the realisation of each student’s God-given potential.
The purpose of this policy is to provide direction on implementing effective learning and teaching practices to meet the needs of gifted students, ensuring high-quality Catholic education and talent development opportunities are accessible to all learners, enabling them to thrive and achieve excellence regardless of their circumstances.
The policy applies to all SCS staff. SCS staff means all employees, members of religious orders engaged in schools, volunteers, trainees, interns and labour hire employees.
Failure to comply with the responsibilities and obligations outlined in the policy may result in disciplinary action being taken, including termination of employment.
3.1 Giftedness is present in every culture, socio- economic context and a variety of domains.
3.2 All students have the right to receive an education that is responsive to their needs.
3.3 Effective school environments based upon quality teaching, learning and leadership are essential for helping all students achieve their potential.
3.4 The making of educational decisions regarding services and provisions for gifted students is the responsibility of schools and families.
Gagné’s definitions of giftedness and talent are established in the Differentiated Model of Giftedness and Talent DMGT (2020)
4.1 Giftedness designates the possession and use of untrained and spontaneously expressed outstanding natural abilities or aptitudes (called gifts), in at least one ability domain, to a degree that places an individual at least among the top 10% …
Type: Policy
Classification: Operational
Policy Number: SCS2022011
Released: 4 April 2022
Review Date: 4 April 2025
Rescinds/Replaces: TL201701-1.0
Aligned with the Magis Strategy and its commitment to excellence, SCS affirms that the health, safety, dignity and wellbeing of every student are foundational to learning. SCS supports the independence, dignity and privacy of students with complex medical needs, ensuring that all care reflects our values of compassion, respect and integrity.
The Supporting Students with Complex Care Needs Policy (Medical Assistance) outlines how schools are to manage and support students requiring complex health care. It clarifies required supports and defines responsibilities. Consistent with the Magis Strategy, schools must have effective processes to meet each student’s individual care needs while encouraging the student’s independence wherever possible.
This policy is in alignment with Standard 4 of the NSW Child Safe Standards and the National Catholic Safeguarding Standards, where equity is upheld and diverse needs are considered.
Notification and Support
3.1
Where a student has a specific medical condition that requires regular, specialised medical assistance at school, their parents or carers are to advise SCS in writing at enrolment or as soon as the requirement for specialised medical assistance becomes known.
3.2
To ensure the school can support the student, parents or carers are to provide the school with all necessary and relevant information regarding the specialised medical assistance and ensure the information is updated when required.
3.3
On receipt of a notification from the parents or carers, the …
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