Annual Educational and Financial Report for 2009
The German International School Sydney enables your child to live a fulfilled life in tomorrow‟s
modern, fast changing and challenging global society.
German International School Sydney
(German School Johannes Gutenberg Limited)
33 Myoora Road, Terrey Hills NSW 2084
Phone: (02) 9485 1900, Fax: (02) 9485 1999
Email: [email protected]
www. germanschoolsydney.com
CRICOS Provider ID: 02379D
ABN: 63 003 484 204
Our Vision
The German International School Sydney enables your child to live a fulfilled life in tomorrow‟s
modern, fast changing and challenging global society.
Our Mission
The German International School Sydney offers the highest quality co-education in a continuous bilingual and multi-cultural environment and is dedicated to developing the individual student‟s full
potential.
We are committed to the best of German, European and Australian educational and cultural values
mediated in a friendly and caring community.
We challenge our students to develop into responsible, reliable, competent and confident adults.
Our Values
We celebrate different cultures, opinions and standpoints.
We guide our children to appreciate openness, honesty and respect.
We aim for the highest educational quality standards.
We foster an atmosphere of peace and understanding amongst all of us.
We care for your child and provide a nurturing environment.
Message from Key School Bodies
The German International School Sydney hereby presents its Annual Education and Financial Report
for 2009. Its purpose is to publicly disclose the School‟s educational and financial performance in
accordance with the requirements of the Australian Government and the NSW Board of Studies.
2009 was a successful year for the School:
After moving to the brand new school campus in Terrey Hills this was the first complete year at the
new site. In early 2009 it became apparent that the new facilities are too small for the development
of the school. Fortunately the school was able to secure a further 8,100 sqm of land next to its
premises. In a first phase of extension the school began the project of constructing 4 more
classrooms and a primary library, with contributions of $850,000 of the Australian Government as part
of the Building the Education Revolution program. These additional facilities are expected to be
available by mid 2010.
The unique and innovative educational offerings combined with small classes (more than 80% of the
classes have less than 20 students) attract students from various language and cultural
backgrounds, providing our students with a truly international environment, promoting
understanding and tolerance and preparing our students for their life in a global society.
In January 2009 the second class in our new English Stream started their education at the School in
year 7. Without prior knowledge of the German language these students participate in our
innovative concept “Learning beyond the classroom”, learning German as a second language. The
aim for students in the English Stream is to sit the exams for the German Language Diploma in year
10, which allows students to study at Universities in Germany without additional language courses.
In November 2009 the school was awarded the quality certificate “Excellent German School
Abroad”. The quality certificate was based on a thorough assessment covering more than 72 quality
indicators. This external assessment was performed by German education experts, representing both
the federal and the state education departments. It was a great achievement and demonstrated
the school‟s excellence in teaching.
Andreas Schaaf
Chairman of the Board
January 2010
Contextual Information about the School
The German International School Sydney has been founded in 1989 to provide primary and
secondary co-education. Growing over the years the School now offers a Preschool (for 3 to 5 year
old children), and primary and secondary education leading to the International Baccalaureate
Diploma Program in years 11 and 12.
The School is part of a network of 135 recognised German schools abroad. Although the majority of
students have a German-speaking background, the School is home to students from many different
backgrounds, including Australians. The School is registered with the NSW Board of Studies and fulfils
at least the minimum requirements of the NSW curriculum.
The School offers the German year 10 exams. In years 11 and 12 the School offers the International
Baccalaureate Diploma Program since 2002. With some subjects taught in German and the others in
English the students achieve the bi-lingual diploma at the end. It does not offer the School
Certificate or the HSC.
In August 2008 the School moved to its new premises in Terrey Hills. The new facilities include a
purpose-built area for the Preschool, class-rooms for the primary and secondary school, specialist
rooms for science, music and arts, sports hall, multifunction room and a small library. The German
government contributed the majority of the funding required to build the new campus, about $13m.
Student Outcomes in Standardised National Literacy and Numeracy Testing
2009 National Assessment Program - Literacy & Numeracy (NAPLAN) in Years 3, 5, 7, 9
In 2009 over 95% of our year 3, 5, 7 and 9 students participated in the National Assessment Program –
Literacy & Numeracy (NAPLAN) test. Although we follow a German curriculum and the test is in
English most students achieved above the national average in all aspects of the test.
The average performance of Year 3 was above the national average in all 4 assessment areas
(reading, writing, spelling, grammar & punctuation and numeracy).
The average performance of Year 5 was almost identical with the national average in reading,
spelling and grammar. It was above the national average in writing and numeracy.
The average performance of Year 7 was above the national average in 3 assessment areas
(reading, writing, grammar & punctuation and numeracy). It was almost identical to the national
average in spelling.
The average performance of Year 9 was above the national average in 3 assessment areas (writing,
spelling, grammar & punctuation and numeracy). It was under the national average in reading.
Student Outcomes in the Bilingual International Baccalaureate Diploma Program
School performance in the bilingual International Baccalaureate Diploma 2009
Our IB Diploma average score was 34.0, similar to the 2008 score, which was 34.7. In the past, our
average score has oscillated between 30 and 35 points. The minimum pass score is 24, the
maximum score is 45. The world average in the May 2009 exams was 29.5.
All 7 graduates attained the IB Diploma. The top score was 39, the lowest 28. The average subject
grade was 5.36 (top grade 7). Our students took 13 subjects in total; in these they performed above
the world average in nine subjects, below in four.
Professional learning and teacher standards 2009
Category
a.
b.
c.
Teachers who have teaching qualifications from a higher
education institution within Australia or as recognised within the
National Office of Overseas Skills Recognition (AEI-NOOSR)
guidelines, 1
Teachers who have qualifications as a graduate from a higher
education institution within Australia or one recognised within
the AEI-NOOSR guidelines but lack formal teacher education
qualifications, or
Teachers who do not have qualifications as described in (a)
and (b) but have relevant successful teaching experience or
appropriate knowledge relevant to the teaching context 2
Number of
Teachers
25
0
2
18 teachers obtained their teaching qualifications from an overseas higher education institution
(Germany, Austria, Switzerland); 5 teachers, including the principal, are seconded by the German
government.
1
All teachers in the third category (c) have been employed due to their expertise in the content
areas.
2
With 2 exceptions all teachers employed by the School have 5 or more years experience in
teaching.
In 2009 the majority of the professional learning undertaken by teachers was in the following areas:
- IB training (external)
- Learning methods (external and internal)
- Use of Information Technology (internal)
One of the development priorities is the development of a curriculum for learning methods. It is
progressively developed and rolled out. Experience with the first roll-out was used to refine the
approach.
Teacher attendance and retention
In 2009 the average daily teacher attendance rate was 95.1%.
In 2009, 3 of 24 teachers have left the School, i.e. the School retained 89% of its teaching staff in
comparison to 2008. Since 5 teachers (including the principal) are seconded from Germany for a
prescribed period of time, there is on average 1 of these teachers returning to Germany each year.
A similar retention rate is achieved with non-teaching staff.
Staff members in May 2009
Workforce Composition
As at the end of December 2009, the School employed 26 teachers (17 female, 9 male) and 9 nonteaching staff (6 female, 3 male). None of the staff members has an Australian indigenous heritage.
Student attendance and retention rates in secondary schools
1. Student attendance
Year 1: 97.1%
Year 2: 98.2%
Year 3: 97.3%
Year 4: 97.6%
Year 5: 97.6%
Year 6: 95.5%
Year 7: 95.3%
Year 8: 94.2%
Year 9: 98.2%
Year 10: 90.4%
96.1 % of students attended school on average each school day in the year 2009 across years 1 to
10.
In order to manage absences the School requires written confirmation from a student‟s parents
about the reasons of an absence (e.g. illness) for each absence.
2. Retention rates
The actual retention rate is calculated by taking the roll of students for an initial year and deducting
all students who are not on the roll for a later year. The following case identifies the number of
students who were enrolled in year 10 who have continued to year 12 at our school.
Table:
Years
compared
Y 10 total
enrolment on
census date
Y 12 total
enrolment
on census
date
Y 10
enrolment at
census date
remaining in y
12 on census
date
Apparent
retention
rate
Actual
retention
rate
2001/2003
5
-
-
-
-
2002/2004
6
8
6
100%
100%
2003/2005
5
14
5
100%
100%
2004/2006
13
17
13
100%
100%
2005/2007
8
11
8
100%
100%
2006/2008
8
10
8
100%
100%
2007/2009
8
7
7
88%
88%
Note: The increase in enrolments from Year 10 to Year 12 is related to overseas students who come
to the School for the IB Diploma Program in Years 11 and 12.
Post school destinations
Based on the information provided to the school when students leave they do so because of family
circumstances (returning to Germany) or to pursue employment or vocational training.
Students who left school at the end of Year 12 following the completion of their school education
continued on to University or TAFE.
Enrolment policies and profiles
1. Enrolment Policy
The German International School Sydney is a comprehensive co-educational school from Preschool
to Year 12, providing education for students of all nationalities and backgrounds. The school is
registered by the Board of Studies and is operating within the policies of the NSW Board of Studies.
All applications will be processed in order of receipt and consideration will be given to the
applicant‟s support for the ethos of the school, siblings already attending the school and other
criteria determined by the school from time to time. The teaching language at the primary school is
German. The Junior Secondary School is divided into German and English Streams. In the German
Stream the teaching language is mainly German and in the English Stream English. The International
Baccalaureate in Years11 and 12 can be designed bi-lingual with a maximum of 3 subjects taught I
German and all other subjects taught in English. When starting in Preschool, Primary School, Year 7 or
Year 11 knowledge of the German language is not a prerequisite.
Once enrolled, students are expected to support the school‟s ethos and comply with the school
rules, policies and standards to maintain the enrolment.
2. Enrolment Procedures
A.
Parents will be provided with information material about the school.
B.
An interview with the principal of the school will be arranged.
C.
Parents are asked to provide:
 A copy of the last two reports of the child
 A copy of the immunisation record
 A copy of the passport with visa status
 A completed health questionnaire
D.
Once permission for the enrolment has been granted by the principal, the enrolment form,
including the terms and conditions, needs to be completed and signed by the parents.
E.
As soon as the signed enrolment form has been received by the school, the enrolment fee of
$ 400.00 becomes due and payable.
3. Student population
At census date the school had 216 students (excluding Preschool) of whom 93 were in secondary
school. There are approximately equal numbers of boys and girls throughout the school.
The school enrols overseas students for primary and secondary years. Senior overseas students are
accommodated in host families.
School Policies
1. Policies for student welfare
Anti – Bullying Policy
The German International School is committed to providing a safe and caring environment where
everybody can thrive and is respected. There is no place for bullying and bullying is not tolerated at
all.
Every member of the school community (students, teachers, staff and parents) has the right not to
be bullied and to receive help and support should it occur.
Every member of the school community is committed to restrain from any form of bullying, to act
strictly against it and to support any victim.
Our definition of bullying
Bullying is defined as repeated acts – either physically or psychologically - that hurt other persons
who are less powerful
Bullying can take many forms:
Physical:
-
Hitting, kicking punching
Pushing, shoving, spitting
Rude gestures
Taking or damaging items belonging to others
Forcing others to hand over food, money or other items
Forcing others to do something against their will
Verbal
-
Name calling
Excessive teasing
Threatening
Making fun of someone because of appearance, physical characteristics or cultural
background
Mocking someone‟s actions or behaviour
Indirect
-
Excluding others from the game or group
Spreading lies and rumours about others
At the German International School we have agreed to the following strategies:
 We talk openly about bullying – what it is, how it affects us and what we can do about it.
 We teach our students the skills which will build their self esteem and empower them to take the
responsibility for their behaviour.
 We give them the opportunity to practise these skills
Response of the school to reported incidents of bullying (graded):
 We try to solve the problem through peer mediation.
 If mediation is unsuccessful, we talk to the children involved about the incident and remind them
that such behaviour is not acceptable.
 We comfort the victim and point out how she/he feels.
 We warn the bully of the consequences of further incidences.
 We inform other staff of the incidence and record it.
 We monitor the behaviour of the children involved following this discussion.
 We try and give the bully specific tasks or responsibilities so that we can praise him/her for good
behaviour.
 If the aggression is repeated, we separate the offending child from the group for „time out‟
 If the child continues to bully, we make an appointment to speak to the parents. We remind
them of the policy and ask for their cooperation in improving the child‟s behaviour.
 If none of the sanctions succeeds, he/she may be excluded – either from the playground or for a
short period of time from school, following a class conference (i.e. a meeting of the principal and
all teachers of the child).
Responsibilities of teachers and staff:
 Teachers and Staff should model appropriate behaviour at all times.
 Teachers and Staff should deal with all reported and observed incidences of bullying as set out in
this policy.
 Teachers and Staff should ensure that children are supervised at all times.
 Teachers and Staff should report incidences of severe bullying to the principal.
Responsibilities of students:
 Students must not bully others.
 Students should tell, if they are being bullied or if they see someone else being bullied – both at
school and on the way to and from school.
 Students should help the victim.
Responsibilities of parents:
 Parents should watch for signs that their child may be the victim of bullying (e.g. fear of going to
school, disappearing of valuable items)
 Parents should inform their child‟s teacher if their child is being bullied or if they suspect that this is
happening.
 Parents should instruct their child to inform someone immediately if an incident of bullying occurs.
Child Protection Policy
1. Vision.
At the German International School Sydney we are committed to our vision, which says:
2. Rationale
All adults have a responsibility to care for children and to protect them from any kind of abuse or
neglect. The School is responsible to provide a safe environment for children and to provide an
education which fosters their health, developmental needs, spirituality, self respect and dignity. We
are entrusted by parents with the care of their children and take this trust as being precious and
serious.
This policy provides the requirements in relation to Child protection at the German International
School Sydney. It relates to suspected or reported cases of abuse against students by staff, parents,
other students, or by other persons outside the school. Such abuse can also constitute sexual
harassment. Therefore, this policy is to be read in conjunction with the Sexual Harassment Policy of
the German International School Sydney.
This policy is consistent with the following Mission Goals of the School:
- To create trusted relationships through being just and fair
- To develop the German curriculum, this explicitly addresses relational issues.
3. Policy statement
a. German International School Sydney is committed to providing a safe environment for
students, to prevent child abuse in any form and to deal with reports of abuse promptly and
appropriately.
It is policy at the school that no child will be left alone with a teacher at any time.
b. The term "child abuse" in this policy can take a number of forms including sexual abuse,
physical abuse, emotional abuse and neglect. The term "sexual abuse" in this policy means
the involvement of dependent children or adolescents in sexual activity with an adult or
person older or bigger. The child is used as a sexual object for the gratification of the older
person's needs or desires and is unable to give consent due to the unequal power in the
relationship. Sexual abuse does not include peer sexual activity. Sexual abuse takes a wide
range of forms. Appendix 1 of this policy lists examples of sexual abuse.
c. The school provides for the support of children, families and staff directly involved with the
issue of child abuse through the involvement of counseling organisations.
d. The Principal is responsible for the administration and conduct of the school and all that
relates to it, therefore, the Principal is to be informed promptly of all serious matters concerning
the welfare of students.
e. All staff made aware that they are mandatory reporters and therefore required to report all
cases were there are reasonable grounds to believe that a child is at risk of harm, not only to
the principal but also to the Department of Community Services (DOCS). Under the Children
and Young Persons (Care and Protection) Act 1998 mandatory reporting is required by Law for
teachers, Counsellors, Principals and Heads of Schools for any child under the age of 16 years,
even if reporting is against the wishes of the child. Further, the Legislation provides for
Mandatory reporting if there are reasonable grounds that abuse may occur in the future.
There are penalties for failing to make a report. Mandatory reporting does not apply to young
persons (16 and 17 years) but if there are concerns about the safety, welfare or well-being of a
young person a report should still be made.
It is recommended to use the official DOCS Report checklist when making a report. If
evidence of a crime exists the matter will be reported directly to the police with respect to the
offender by DOCS.
f. Accurate documentation will be kept concerning reports made about possible child abuse,
details of notification, actions within the school resulting from notification, and other details
related to reported cases of abuse.
g. Staff employment policy and procedures will ensure that staff who are appointed to positions
are fit and proper persons to occupy those positions and understand their responsibilities and
obligations in this area.
By signing the employment contract, all staff members agree to obey Child Protection
legislation and are made aware of the relevant policies and procedures covering this field
which they are obliged to adhere to.
Volunteers and board members are also made aware of relevant Child Protection Legislation
as well as policies and are required to sign off a statement confirming with the standard
personnel form.
Further it is compulsory for each member of staff, volunteer or trainee to sign a Working with
Children check and Employment Screening Consent Form. Additionally all employees coming
from overseas are required to present a police record check from the country of origin. The
information above is documented in the Personal Form Check List.
h. In-service and induction processes will ensure all staff are thoroughly conversant with this
policy and related procedures.
i. Child Protection curriculum will be effectively incorporated and implemented within the
school curriculum.
j. In relation to this policy the following should be taken as guiding principles:
.1 In every action related to child abuse the best interest of the child is of paramount
consideration;
.2 The value of the family unit and the responsibility for parental education of children is to be
respected but not to the detriment of the well being of the child;
.3 In proceeding to take action under the Children (Care and Protection) Act, 1987 school staff
must satisfy themselves that they are acting on reasonable grounds;
.4 All persons involved in situations where abuse is suspected or disclosed are to be treated with
sensitivity, dignity and respect;
.5 Staff who have access to information regarding suspected or disclosed child abuse are to
observe strict confidentiality in relation to the entire matter;
k. Staff members who have breached this policy will be summarily dismissed from employment.
l. This policy and procedures will be re-examined when required.
4. Procedures and Guidelines
4.1. Identifying abuse
a. If a child tells you about Abuse
Staff needs to be well prepared so that they can be supportive of the student and clear about their
responsibilities at the same time. It is essential that the staff member remains calm and supportive of
the student. The staff member should:
- Actively listen to the student and never probe for details or ask leading questions;
- refrain from questioning excessively through fear of making a mistake in deciding to notify;
- talk gently and reassuringly, pointing out you are there to help;
- Only ask open ended questions that are designed to provide sufficient information about
whether the suspicion of abuse is sufficiently strong to warrant a report being made;
- Where the abuse is taking place outside the school's control, never assure the student that the
abuse will stop as that cannot be guaranteed;
- Reassure the child that it did the right thing buy disclosing the abuse and that it is not his/her
fault that the abuse occurred.
- Do not make promises that you will not tell anyone; in fact, you should disclose that you have a
responsibility to tell the Principal and inform DOCS.
If a student begins to make a disclosure in a group situation (say in a camp sharing time) staff is
required to:
- acknowledge that you have heard the student;
- indicate your support by explaining that what the student has said sounds important and that it
would be better to talk about it later;
- Quietly arrange an appropriate time to see the student away from other students.
b. If you have reason to suspect Abuse
From time to time staff may suspect child abuse may have occurred or may be about to occur.
Staff needs to be aware of the indicators of child abuse. Appendix 2 lists some general and specific
indicators of child abuse.
Notified or suspected child abuse must be reported to DOCS. If the school has evidence of a crime
the matter will be reported directly to the police with respect to the offender.
c. If someone reports Abuse to you
Staff or students who in good faith make an allegation of improper conduct of a sexual or abusive
nature by a person against a student will not be prejudiced in any way.
If anyone reports actual or suspected abuse you should report this to the Principal immediately.
4.2. The role of DOCS
a. The Children (Care and Protection) Act 1998
This Act forms the statutory basis for the role of DOCS for the investigation of cases of suspected
child abuse and the responsibilities borne by schools in relation to such cases. A child is defined as a
person under the age of 16 years.
Abuse in relation to a child means to:
(a) Assault (including sexual assault) the child; or
(b) Ill treat the child; or
(c) Expose or subject the child to behaviour that psychologically harms the child, whether or not, in
any case, with the consent of the child.
All notifications that involve a criminal offence under the Children (Care and Protection) Act, the
Crimes Act 1900, or the Crimes (Female Genital Mutilation) Act 1995 must be referred by DOCS to
the police. This includes all cases of sexual abuse. Child abuse under the Crimes Act 1900 refers to a
range of offences that result in harm to a child victim or which involve behaviours to which a child
cannot give consent. Offences include sexual intercourse, indecent assault and indecent acts. The
practicing, aiding, abetting, counselling on or procuring of someone to practice female genital
mutilation is an offence under the Crimes (Female Genital Mutilation) Act 1995.
4.3. Procedures in relation to an allegation or reporting of abuse
Allegations are to be reported to the Principal either orally or in writing. Where an allegation is made
to a staff member other than the Principal, the staff member should immediately report the matter
to the Principal. In cases of allegations against the Principal the Board Chairman should be
contacted.
Staff or students who in good faith make an allegation of improper conduct of a sexual or abusive
nature by a person against a student will not be prejudiced in any way.
The Principal must respond promptly and sensitively to any allegation. Counseling support will be
offered to all parties in relation to a reported allegation.
a. Allegations of improper sexual conduct by a staff member against a student
A signed written statement detailing the nature of the allegation will be sought by the Principal
where possible. Where the person making the allegation is unable or unwilling to sign a written
statement, then the Principal is to record details of the allegation as reported using, as far as
possible, the words used by the person making the allegation.
The Principal must direct the person making the allegation to maintain confidentiality.
Upon receiving the allegation, the Principal shall notify DOCS promptly and report details of the
allegation.
The Principal should advise the parents or care givers of the student(s) concerned as soon as
possible after the allegations are reported, and the fact that the matter has been notified to DOCS.
The Principal will advise the staff member against whom the allegation has been made:
- That the staff member can have a support person (including a lawyer) during the meeting;
- That an allegation has been made and the nature of the allegation;
- That a response is not required at the time of this interview;
- That counselling support is available for the staff member;
- the contact that the staff member will have with the student involved and other students and staff
within or outside school hours and/or the nature of continued presence at the school during the
investigation. This may involve a direction to undertake other duties or a direction to remain at
home on pay.
b. Student interviews in cases reported to DOCS
In relation to reportable cases of abuse where DOCS has been notified, officers of DOCS and the
NSW Police Service may wish to carry out student interviews, sometimes jointly, at school.
No student will be interviewed at the School against the wishes of the student and it is the Principal's
responsibility to inform the student of this.
At the commencement of the interview, the Principal should ask the investigating officers to explain
to the student, in the presence of the Principal, the purpose of the interview and their role. The
Principal will inform the student of his or her right to choose a supportive adult to be present at the
interview. DOCS or Police Officers are responsible for communicating with parents about any
matters related to an interview. If a person is nominated by the student, the interview must not
commence until that person has arrived. What takes place in the interview becomes part of the
investigation and must remain confidential.
Except in cases which involve a member of the family, it is expected that a parent of the child
concerned will be present at any interview with the child.
c. Exchange of Information with DOCS
Before any phone discussions occur between officers of DOCS and the Principal, the Principal must
always confirm the identity of the caller by phoning the known number of the Community Services
Centre before any discussions occur.
Any information requested verbally must be confirmed in writing promptly.
Any staff that receives a call from DOCS must refer the officers to the Principal.
5. Implementation
The Principal is responsible to ensure that this policy is effectively understood and implemented by
staff and students.
5.1. Staff communication of policy
All staff will be made aware of this Policy via the Staff Handbook. Staff will be reminded of the Policy
as it applies to them and their students through review at staff development meetings from time to
time.
The explanation and implementation of this policy and procedures shall form part of the new staff
induction program.
All staff will be reminded and have the policy summarised verbally to them at the beginning of year
staff development sessions.
5.2. Student communication of policy
The Child Protection Policy will be integrated into the Personal Development, Health and Physical
Education classes by the end of Term 1 each year.
Year 11 and 12 students will be reminded of this Policy through their Leadership Training period. This
will be timed for the beginning of each academic year.
5.3. Investigations of complaints
Complaints will be investigated in a confidential manner. No staff member or student will be
disadvantaged as a result of making a complaint.
During the process of investigation the following may occur:
- A direction for the student or staff member to receive counseling
- Suspension of staff member or student
Where the Principal reasonably concludes after reviewing the evidence that an act of abuse has
taken place, a staff member may be summarily dismissed from employment or student expelled
from the school. This action may occur irrespective of whether a conviction has been determined
by a court of Law.
6. Other matters
a. Removal of students by DOCS Officers
From time to time the Principal will be approached by officers from DOCS to remove a student from
school premises. This approach will be supported by a Section 60 notice. If a student is to be
removed from School (Section 60) or ordered to remain at the school (Section 62A) the Principal
must:
- Sight the identification of the officers;
- take a copy of the Section 60 or Section 62A notice;
- record details of the actions, names of officers and, where possible, place of lodgement of the
student;
- gain an assurance from officers of DOCS that they will immediately inform the parent or caregiver
that the student has been removed from the school or has been ordered to remain at the school.
Appendix 1: Examples of Sexual Abuse
Sexual abuse can take many forms. Examples of sexual abuse include the following:
o
Vaginal or anal penetration by a finger, penis or any other object (except where carried out for
proper medical purposes).
o
Oral sex.
o
Indecent assault, being defined as an assault, a touching without consent, accompanied by
an indecent act.
o
Any indecent act, defined as one which right minded persons would consider contrary to
community standards of decency.
o
Fondling or touching genitals, breasts, buttocks, or thighs.
o
Masturbation.
o
Pornography.
o
Exhibitionism.
o
Suggestive behaviour.
o
Taking sexual advantage of the child through misuse of power.
o
Conversations with a lewd or sexual theme.
Sexual abuse also includes attempting any of the above acts, or assault with such intent.
Appendix 2: Indicators of abuse and neglect
General Indicators
In assisting staff to identify suspected cases of child abuse, indicators of abuse or neglect include,
but are not limited to, the following:
-
History of previous harm to the child
Abuse or neglect of a sibling
Social or geographic isolation of the child or family
Family history of violence including injury to children
Domestic violence
Physical or mental health issues for the parent or caregiver
The parent or caregivers' abuse of alcohol or other drugs
A developmental disability of the parent or caregiver
Parent or caregiver experiencing significant problems in managing the child's behaviour
A history of injury which is vague, bizarre or variable
marked delay between injury and presentation for medical assistance
The child tells you he or she has been abused, or he or she knows someone who has been
abused and may be referring to themselves
A friend, relative etc. tells you that the child may have been abused
Specific Indicators
Sexual Abuse
Indicators of sexual abuse in children include:
-
Direct or indirect disclosures
Describing sexual acts
Age inappropriate behaviour and/or persistent sexual behaviour
Self destructive behaviour (e.g. self mutilation, suicide attempts)
Overtly sexual themes in play, artwork or writing
Persistent running away from home
Anorexia, over eating
-
Unexplained accumulation of money or gifts
Adolescent pregnancy
Injuries to the breasts, buttocks, lower abdomen and thighs
Other child stress indicators (e.g. poor concentration, nightmares and bedwetting, marked
changes in behaviour, complaints of stomach aches and headaches with no physical
findings)
Physical Abuse
Indicators of physical abuse include:
- Bruising and other injuries to the face, head and neck
- Lacerations and welts
- Explanation offered by the child inconsistent with the injury
- Bruising and marks which takes the shape of an object (belt buckle etc)
- Bite marks and scratches
- Multiple injuries or bruises
- Burns and scalds
Emotional Abuse
Indicators of emotional abuse include:
- Feelings of worthlessness about life and themselves
- Inability to value others
- Lack of trust in people and expectations
- Extreme attention seeking behaviour
- Behavioural disorders
- Persistent hostility in parents or caregivers or constant criticism of the child
Neglect
Indicators of neglect include:
- Poor standards of hygiene
- Scavenging or stealing food
- Extended stays at school, public places, others homes
- Being focused on basic survival
- Untreated physical problems
Counselling For International Students:
In our school we welcome international students and care for their educational and personal
development. We employ an international student carer and counsellor (ISC) who helps and
supports the students in all aspects with their relocation and adjustment to their new school, new
country, and a different environment and culture.
The ISC arranges for the students to be met at the airport upon arrival in Australia, assists in finding
accommodation for students and is the liaison person between the student and the host-family
helps students understand Visa and Overseas Student Health Cover (OSHC) issues, and provides
guidance for students settling in to a new learning environment.
The ISC is a continuous point of contact within the school for any issues students, teachers or parents
may have. Furthermore, the ISC offers individual and group counselling and initiates activities
outside the school community. The ISC can provide information to the parents and carers about the
student‟s social progress through a series of written reports and to the teachers within the school
community through regular attending of respective meetings.
The confidentiality of student and family information is to be respected at all times.
Pastoral Care:
Pastoral care is the responsibility of all members of the school community including staff, students,
parents and other family members. While the school prepares our students academically, it is also
seen that the school has a vital role to play in the holistic development of our pupils especially in
their social and emotional development. At our school we create a caring, safe and secure
environment by the implementation of policies (e.g. Anti-Bullying Policy) and procedures which
ensure the physical and emotional security of our students. We also monitor the progress of our
pupils, liaise with the parents, help and guide our pupils through critical transition times and provide
a contact for support and counselling. Our aim is to promote the development of quality
relationships and high standards of behaviour and discipline.
Debriefing and Counselling:
Emergency debriefing and trauma counseling for staff and students is provided and included in the
management plan. Debriefing helps people to come to terms with the critical incident and its
consequences and to manage these so as to return to a normal level of functioning as quickly as
possible.
Debriefing in this context is a group debriefing for personnel involved in a particular incident. It is
usually led by counselors and is designed to support staff and students by enabling each person
involved to go through the incident and to understand and manage their own reactions. This form
of counseling is short-term.
It is necessary to identify any individuals who need further counseling. Individual trauma counseling
provides the opportunity to work through the normal grief processes on a one-to-one basis.
The degree of understanding and support within the post-trauma environment influences the longterm impact of incidents. Principals and other key personnel need to be aware of:

the nature of trauma and how to minimise its effects;

the specific effects these incidents may have on individuals;

self-management strategies that will facilitate recovery;

how best to provide support to those who have experienced trauma.
Access to appropriately qualified debriefing and counseling personnel is part of the support
needed. These personnel can be either internal or external providers. Internal providers should be
used in the first instance. (A list of some external agencies is listed in the Schools Emergency
Procedures.)
Tuesday, 26 September 2006
2. Policies for discipline
DISCIPLINE POLICY
Rationale:
Positive and responsible student behaviour is essential to the smooth running of the school, to the
achievement of optimal learning opportunities, and to the development of a supportive and
cooperative school environment.
Aims:
 To build a school environment based on positive behaviour, mutual respect and cooperation.
 To manage poor behaviour in a positive and professional manner.
 To establish well understood and logical consequences for student behaviour.
Implementation:
 Our school has developed, through a process of wide community consultation, a student code
of conduct, which outlines amongst other things, agreed behavioural development and
management strategies.
 Our code of conduct places significant emphasis on the development and recognition of
positive behaviours.
 All students will develop individual learning plans that include behavioural goals. Student
individual academic reports will include details regarding student behavioural achievement.
 Whole school rules are to be negotiated with the Student Representative Council.
 We provide a wide range of positive extra-curricula activities for students including sporting,
theatrical, leadership, community service and appropriate leisure pursuits.
 Positive student behavioural achievement is appropriately recognised.
 All staff undertakes professional development on student behaviour and discipline management.
 The school curriculum includes units on resilience, peer pressure, positive choices, bullying,
conflict resolution and leadership.
 Students experiencing difficulty achieving positive behavioural outcomes will undertake
individualised behaviour management programs focussing upon agreed goals.
 Consequences for ongoing inappropriate behaviour may include counselling, loss of privileges or
suspension.
 Parents are kept informed, and actively encouraged to assist in the development of their
children‟s behavioural performance.
Educational and Disciplinary Measures
Corporal punishment of any student is forbidden by teachers and also school staff of the German
International School Sydney and does not explicitly or implicitly sanction the administering of
corporal punishment by non-school persons, including parents, to enforce discipline at the school.
Educational and disciplinary measures are solely those specified here.
All measures must be carried out on the basis of transparency and fairness. Before any measures
are taken, a statement must be obtained from the student and the reason for the impending
punishment be given.
Educational disciplinary measures:
1. Discussion or interview with the student
2. Oral reprimand
Both measures may be taken in connection with special duties designed to restore reasonable
behaviour.
Violations of school rules are recorded in the class book.
In the case of repeat offenders against school regulations, the following measures are applied in
succession:
3. Written reprimand with notification of parents.
4. Warning of temporary suspension from school or from school activities/ events. (Class
meeting decision)
5. Limited suspension from school and/or school events, time period decided by Class Meeting
decision.
6. Warning of complete expulsion from school. (Decision to be taken by General Meeting with
parents present or with their knowledge.)
7. Expulsion from school. (Decision to be taken by the General Meeting.)
Note:
Suspension is the temporary debarment of a student from all of the classes that a student would
normally attend at a school.
Expulsion is the permanent removal of a student from one particular school.
Before any decision is made under rules 3 to 7 above, the student, a teacher of his or her choice
and the parents have the opportunity to give their opinion.
Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to
what are sometimes described as the „hearing rule‟ and the „right to an unbiased decision‟.
The „hearing rule‟ includes the right of the person against whom an allegation has been made to:
• know the allegations related to a specific matter and any other information which will be taken
into account in considering the matter
• know the process by which the matter will be considered
• respond to the allegations
• know how to seek a review of the decision made in response to the allegations.
The „right to an unbiased decision‟ includes the right to:
• Impartiality in an investigation and decision-making
• An absence of bias by a decision-maker.
Procedural fairness includes making available to students and parents or caregivers policies and
procedures under which disciplinary action is taken. It also includes providing details of an
allegation relating to a specific matter or incident. This will usually involve providing an outline of the
allegations made in witness statements and consideration of witness protection. As part of ensuring
the right to be heard, schools could establish any need for parents/caregivers to be provided with
interpreter services and, if required, make arrangements for such services to be available.
While it is generally preferable that different people carry out the investigation and decision-making,
in the school setting this may not always be possible. If the principal is conducting both the
investigative and decision-making stages, he or she must be reasonable and objective. To be
procedurally fair, the principal must act justly and be seen to act justly. While it is difficult to combine
the roles of investigator and adjudicator, it is acceptable to do so given the nature of the principal‟s
responsibilities. Nevertheless, it may be preferable to have another appropriate officer, such as a
deputy or assistant principal, carry out the investigation where possible. The review mechanism adds
to the fairness of the process.
In matters where a long suspension, expulsion or exclusion is contemplated, the gravity of the
circumstances requires particular emphasis to be given to procedural fairness.
This includes the offer of having a support person/observer attend formal interviews.
The key points of the interview/discussion should be taken down in writing.
Records must be kept of any disciplinary measures taken in the student file.
3. Policies for complaints and grievances
COMPLAINTS PROCEDURE
Preamble
The school aims to provide an environment for students and parents conducive to open and honest
communication.
It is our desire to facilitate an atmosphere of trust and cooperation.
Nonetheless, sometimes it is inevitable that conflicts arise. In order to prevent escalation the parties
concerned are encouraged to approach the persons involved directly in order to resolve the
problem informally, speedily and constructively on a low level.
A person is not to be disadvantaged or discriminated against in any way for filing a complaint. All
complaints will be treated confidentially. All parties are expected to respect this. As a matter of
principle, anonymously filed complaints will not be processed.
When is the complaints procedure to be applied?
Any time a person believes they have cause for complaint, there is an opportunity for them to
communicate it so that a solution may be found.
This complaints procedure does not apply in matters of sexual harassment, discrimination, lack of
equal opportunity or bullying. Specially formulated policies (anti-discrimination and equal
opportunity policy, sexual harassment policy) apply here.
The complaints process exists to assist the complainant in resolving a dispute with appropriate and
reasonable means.
The following diagram shows to the complainant the sequence of communication and proceedings
required to facilitate a speedy resolution.
The parties concerned should be aware that the complaints procedure and its sequence must be
observed at all times. Noncompliance with the complaints procedure leads to a return to the
omitted step.
The Process
In the first instance the complainant must communicate their complaint either in writing or verbally
on the lowest level (step 1). Should the complainant believe that no satisfactory solution was
reached they may proceed to the next higher level (step II).
From step II onwards all complaints are to be communicated in writing. A file will be created and a
detailed record (minutes) of all conversations and events will be kept. All documents will be treated
confidentially.
In steps I+II the complainant will receive a reply to their complaint within 3 working days/ school
days, from step III onwards in 5 working days/ school days and in step IV and V within 10 working
days/ school days.
1
WD/SD: working days/ school days
2
Processing time frame: 8 WD/SD for problems involving the whole class
3
for curricular matters and disputes involving teachers/staff
The Complaints Committee
The Complaints Committee investigates the matter and makes a recommendation to the parties.
The committee consists of 4 members and depending on the nature of the complaint, includes the
following persons:
–
A member of the teachers„ association
–
The president of the parents„ association or its representative
–
A member of the school executive
–
A member of the extended school executive
If necessary, an expert mediator from outside the school may be called in to the committee.
The members of the Complaints Committee are not to be directly affected by the complaint and
may not have taken part in the decision making process at the previous level. The Complaints
Committee will be summoned by the principal who will simultaneously act as the point of contact.
Who is in charge when the complaints procedure is exhausted?
Once the complainant has exhausted the above stages in the mediation process and no
satisfactory solution has been found, they may instigate proceedings in a proper Australian court or
tribunal. German authorities such as the Consulate General/ Embassy or the German Federal Office
of Administration have repeatedly stated that they do not deal with internal school matters.
What are the proceedings regarding complaints against the executive?
Matters involving the school executive as a whole or individual persons acting as members of the
executive must be addressed to the members‟ general meeting. Details are regulated by the
„Memorandum of Association“ and the Articles of Association“.
School-determined improvement targets
Achievement of priorities for 2009
Area
Priorities
Achievements
Teaching and
learning
Evaluation of teaching and
learning environment
Teacher trainings
Establishment of the pedagogical
quality management programme
External teacher training
Various questionnaires
Student
achievements
Improve student performance in
Yr 10 exams and IB Diploma
results, particularly in mathematics
and science.
Increased number of lessons and
additional tutorials.
Student welfare
Improvement of exchanges with
Schools
Sports carnivals and competitions
Exchange Program with Noumea
Staff development
Quality Teaching
Teacher trainings
Strengthen the ability of our
pedagogical staff to give
differentiated work and advice
Teacher Trainings
Strengthen the IT ability of our staff
IT- Trainings (e-learning)
Facilities and
resources
Improvement of cooperation with
parents
parents days
General
Achieve quality certification with
German authorities
Awarded quality certificate
“Excellent German School Abroad”
Initiatives promoting respect and responsibility
Respect and Responsibility
The German International School Sydney wants all students to recognise that they are valued and
integral parts of the school community, with parents and staff providing the care and support that
engender self esteem, mutual respect and responsibility.
In the year 2009 the school participated in an interschool program where students from our school
and other Sydney based international schools jointly attended classes and cultural activities which
allow them to get to know each other from a wide variety of cultural backgrounds and beliefs. The
program has greatly assisted in promoting respect for the individual and the rights of others.
Initiatives Promoting Respect and Responsibility
The German International School Sydney maintains a good relationship with most of the
international schools in the greater Sydney area. Athletics, Soccer, Cross Country and Swimming
carnivals see children of different cultural backgrounds interacting.
Charity work is undertaken throughout the year and forms an important part of the broader values
program. Money raised through the work is distributed to a variety of charities.
Parent, student and teacher satisfaction
The School adheres to an „Open Door‟ policy and welcomes parents to become involved in the
operations of the school (Parents Representative Council). The level of parental involvement is high.
The Principal is made aware of concerns or needs through regular discussions with the PRC. Regular
meetings take place each month.
The more intimate environment at the school allows us the opportunity to probe student satisfaction.
Students meet at Student Representative Council meetings to discuss issues that may affect their
welfare.
The German International School Sydney promotes an open dialogue with staff and provides staff
with every opportunity to express themselves on any number of issues. All staff members are valued
and respected highly. The morale of staff is high.
The Principal interviews parents when undertaking enrolments and when leaving the School.
Questions asked focussed on level of satisfaction, perceived areas of improvement and
communication.
Summary financial information for January to December 2009 Financial Year
Recurrent and Capital Income 2009:
Recurrent and Capital Expenditure 2009: