Deputy Principal & 

Student Wellbeing 

Parents and Guardians

As we continue to raise expectations within the College to ensure success it is essential to understand the importance of consistency in approach at school. We have raised expectations in Behaviour, Uniform and Attendance as key points to support our students' learning. By setting strong guidelines we expect to see successful learning outcomes for all students. 

High expectations for student behaviour.

Effective classroom management creates safe and supportive learning environments for all students. High expectations for behaviour are standards of conduct that promote positive student behaviour, expressed in daily routines, rules and behaviours in the classroom. Examples include expecting that students be on time, line up quietly outside before entering the classroom, raise their hands when they have a question, quietly put away equipment and follow the teacher’s instructions when transitioning between activities. High expectations for behaviour should be consistently demonstrated by all teachers in all classrooms as part of a whole-school approach.

High expectations for student behaviour are best supported by positive teacher–student relationships built on understanding and mutual respect (Stronger Smarter, 2017). These relationships help teachers enact higher standards in the classroom and have high expectations for students, rather than of them, supporting students to meet the high expectations (Stronger Smarter, 2020). Students will need varying levels of support to meet high expectations, and some may require different point-in-time expectations as they develop their skills.

The importance of high expectations for student behaviour

Behaviour expectations are important because they provide students with clear guidelines for how to behave in the classroom and create a positive and productive learning environment. When expectations are clear, students feel more secure because they know where they stand (DeNobile, 2021). Having high expectations for students’ behaviour offers them hope of success, shows they are cared for, and supports achievement for all (Bennett, 2020; McDonald, 2019).

When teachers hold high expectations for students, it can lead to increased effort from the students (Goss et al., 2017). If a student isn’t completing a learning task because they say it’s too hard, instead of demanding its completion and outlining the consequences for non-compliance, teachers can discuss these concerns and provide the support needed so the student can complete it successfully (Sarra et al., 2018).

Setting high expectations for students increases the likelihood that students will meet or exceed those expectations as they encourage students to learn, take responsibility for their actions and understand the consequences of their behaviour (Australian Government Department of Education, 2023; Wong & Wong, 2018). High expectations are also associated with positive outcomes, such as improvements in behaviour, self-esteem, motivation, attendance and academic achievement (Centre for Education Statistics and Evaluation [CESE], 2020).

Establishing and maintaining high expectations for behaviour

To establish and maintain high expectations for behaviour and ensure students know what’s expected of them, it’s important to provide students with predictability, structure and support. Students may be unsure about teacher expectations at the beginning of the school year. Establishing expectations for behaviour early is vital, as it supports students to be cooperative and comfortable as quickly as possible (De Nobile, 2021).

Setting high expectations with students requires similar planning to teaching classroom rules and routines (McDonald, 2019). It’s important to teach and reinforce high expectations every day, not only by telling students to do something, but showing them how to do it and allowing them opportunities to practice (Bennett, 2020). ‘I believe you can do it’ must be used in conjunction with, ‘And here’s how you can do it’ (Archer & Hughes, 2011; Bennett, 2020).

Students are quickly able to distinguish between intended boundaries and actual boundaries in the classroom (Bennett, 2020). When monitoring and reinforcing high expectations for behaviour, it’s important to recognise student effort, acknowledge and praise specific behaviours, and view mistakes as learning opportunities to teach students how to meet expectations in the future (McDonald, 2019).

Uniform

A reminder that students should be in their full Summer Uniform which includes wearing their blazer to and from school each day, unless notified in the afternoon that due to hot weather it is not required. Black, mesh runners are not a suitable replacement for full leather shoes as part of the Summer Uniform. 

Students should wear their Sport Uniform on days when they have timetabled sport classes only. This is the only time the College shell jacket should be worn. Students with practice for SIS teams should bring their runners and for games they get changed prior to starting the match, they should not wear their Sport Uniform for these activities.

Attendance

Timely attendance at school and then for all timetabled classes is important for students' individual learning but also reduces the disruption for other student's learning. Our day starts at 8.55 a.m. with Homeroom which is an important time for Learning Mentors to build on relationships with their students regarding academic or wellbeing programs. Attendance every day at school is the key to engagement with curriculum and students' success.