Digital literacy refers to the skills needed to live, learn and work in a society where communication and access to information is dominated by digital technologies like mobile phones. However, the benefits brought about through these diverse technologies can be easily overshadowed by deliberate misuse which harms others or disrupts learning. This also extends to Smart Watches i.e. watches that allow communication between school and the outside community to occur and that contain games and Apps which can lead to off-task behaviour.

Responsibilities

The responsibilities for students using mobile phones or other devices at school or during school activities are simple: all devices are to be handed into the office upon arrival at school. It is the responsibility of all students to collect these items at the end of the school day.

It is unacceptable for students at Calliope State School to:

•  use a mobile phone or other devices in an unlawful manner;
•  download, distribute or publish offensive messages or pictures;
•  use obscene, inflammatory, racist, discriminatory or derogatory language;
•  use language and/or threats of violence that may amount to bullying and/or harassment, or even stalking;
•  insult, harass or attack others or use obscene or abusive language;
•  deliberately waste printing and internet resources;
•  damage computers, printers or network equipment;
•  commit plagiarism or violate copyright laws;
•  ignore teacher directions for the use of social media, online email and internet chat;
•  send chain letters or spam email (junk mail);
•  knowingly download viruses or any other programs capable of breaching the department's network security;
•  use in-phone cameras anywhere a normal camera would be considered inappropriate, such as in change rooms or toilets;
•  invade someone's privacy by recording personal conversations or daily activities and/or the further distribution (e.g. forwarding, texting, uploading, Bluetooth use etc.) of such material;
•  use a mobile phone (including those with Bluetooth functionality) to cheat during exams or assessments;
•  take into or use mobile devices at exams or during class assessment unless expressly permitted by school staff.

At all times students, while using ICT facilities and devices supplied by the school, will be required to act in line with the requirements of the Calliope State School Student Code of Conduct. In addition, students and their parents should:

• understand the responsibility and behaviour requirements (as outlined by the school) that come with accessing the department’s ICT network facilities;
• ensure they have the skills to report and discontinue access to harmful information if presented via the internet or email;
• be aware that:
  •  access to ICT facilities and devices provides valuable learning experiences for students and supports the school's teaching and learning programs;
  •  the school is not responsible for safeguarding information stored by students on departmentally-owned student computers or mobile devices;
  •  schools may remotely access departmentally-owned student computers or mobile devices for management purposes;
  •  students who use a school's ICT facilities and devices in a manner that is not appropriate may be subject to disciplinary action by the school, which could include restricting network access;
  • despite internal departmental controls to manage content on the internet, illegal, dangerous or offensive information may be accessed or accidentally displayed;
  • teachers will always exercise their duty of care, but avoiding or reducing access to harmful information also requires responsible use by the student.

STUDENT FREE DAY – STAFF PROFESSIONAL DEVELOPMENT

On Friday the staff worked together to unpack the nine principles of Inclusion:

• A system-wide approach
• Committed leaders
• Whole of school
• Collaboration with students, families and community
• Respecting and valuing diversity
• Confident, skilled and capable workforce
• Accessible learning environments
• Effective transitions
• Monitoring and evaluation

The staff worked through a series of focus questions aligned to each of the principles and identified what they ‘already knew’ about each principle and what they ‘need to know’. This process allowed the leadership team to develop a deeper understanding of staff knowledge in this area and identify the next steps for support.

INCLUSIVE EDUCATION

3. Inclusion and the Law

The right of children with disability to attend their local government schools is a right protected by the Disability Discrimination Act 1992 which reflects Australia’s international law obligations under the Convention on the Rights of Persons with Disabilities and the priorities of the National Disability Strategy 2010-2020 which states “The shared vision is for an inclusive Australian society that enables people with disability to fulfil their potential as equal citizens”.

Under the Disability Discrimination Act 1992 a school or other education authority is not permitted to discriminate on the grounds of disability.

The Disability Standards for Education clarify the obligations of education and training providers, and the rights of people with disability, under the Disability Discrimination Act 1992. You can read more information and view Factsheets about the Standards, including about making complaints.

Where complaints of discrimination in breach of the Disability Discrimination Act 1992 are not able to be resolved at a more local level, the Australian Human Rights Commission is responsible for investigating and resolving them.

Equal opportunity/anti-discrimination legislation in each State also applies in the area of education and complains may be made to the relevant boards or commissions.

EVERY TEACHER EXPCELLING

STUDENT FREE DAY – STAFF PROFESSIONAL DEVELOPMENT

On Friday the staff worked together to deepen their knowledge of the Australian Curriculum through a focus on two of the four phases of moderation; Before Moderation and After After Moderation (Consensus Moderation). The staff participated in led, professional conversations and activities, sharing their expectations about students learning and achievement to ensure:

• for students, improved learning and academic achievement aligned to the relevant year and/or band of the Australian Curriculum learning area and/or subject achievement standards;
• for school leaders and teachers:
• consistency of teacher judgments about student achievement on individual summative assessment tasks against aspects of the relevant achievement standards; and
• accuracy of teacher judgments about overall levels of achievement (using student assessment folios) for reporting against the targeted aspects of the achievement standard taught and assessed in the reporting period;
• for schools, improved performance implementing the Australian Curriculum through quality systematic curriculum delivery, expert teaching teams, and effective pedagogical practices;
• for parents and the wider community, enhanced confidence in curriculum delivery, consistency of teacher judgments and accuracy of reporting against the Australian Curriculum achievement standards.

Regards,

Coralie Ditchmen

Acting Principal