The student management and welfare structure of the University High School is based on four sub-schools. There are three sub-schools for students in years 7 to 10 and one VCE sub-school. The sub-schools are named in honour of distinguished and long-serving former Principals of the school. The 7 - 10 sub-schools are Brookes, Chapman and Sharman and the VCE sub-school is Bryce.

Two core classes from each year 7, 8, 9 and 10 are assigned to Sharman, Chapman and Brookes sub-schools. In addition, an Acceleration class from years 7, 8 and 9 is assigned to two of the sub-schools on a rotational basis. The intake year for the Acceleration Program is at year 7.

Each year 7 to 10 sub-school has an appointed Head of Sub-School who is a Leading Teacher and three Sub-School Assistants. The three years 7 to 10 sub-schools provide a ‘vertical’ structure for the monitoring of the academic, discipline, and welfare needs of students as they progress from year 7 to year 10.

The Bryce sub-school has an appointed Head and an Assistant Head who are Leading Teachers. The sub-school also includes a VASS Co-ordinator, four Sub-School Assistants and the Careers teacher.

The Student Code of Conduct is distributed annually to all parents and students, and is available from an Assistant Principal. The following is an extract of essential elements of the school’s Student Management and Welfare Policy:

Expectations of Teachers

Teachers are expected to:

· be consistent in their expectations of students’ behaviour and work,
· consider the needs of all students when organising and implementing curriculum and related activities,
· encourage students to accept responsibility for their actions and be positive in support of them,
· communicate with parents through the appropriate sub-school when necessary,
· ensure that no student infringes upon the rights of all students to learn,
· instil in all students mutual respect, tolerance and co-operation,
· encourage all students to work effectively in class and complete all assigned work,
· serve as an appropriate role model for students,
· ensure that sub-school staff are informed of concerns about student welfare and management.

Student Management and Discipline

· Students are not permitted to enter classrooms until instructed to do so by the teacher.

· Teachers are expected to lock classroom doors at the end of sessions 2, 4, and 6.

· Students are not permitted to leave the classroom without the permission of the class teacher. All students granted permission to leave a classroom during class time must have in hand a class leave pass. Staff are distributed two passes. Any problems which arise with the use of the passes are dealt with by an Assistant Principal.

· The class teacher will instruct any student whose behaviour is disruptive to the work of the classroom or who interferes with the learning opportunities of others in the first instance, to stop such behaviour. If the behaviour continues, the teacher may implement one or more of the following strategies:

(a) move the student to another location within the classroom;
(b) assign a detention;
(c) send a message to the appropriate sub-school office for a member of the sub-school to come to the classroom to remove the student;
(d) if no member of the sub-school staff is available, then send a message to any member of the Principal Class to come to the room to remove the student;
(e) disruptive students are not to be removed from the classroom or sent to the sub-school office unaccompanied before the sub-school or member of the Principal Class has been contacted by the classroom teacher.

· Students in years 7-10 are not permitted inside the school during recess and lunchtimes except to attend specified rooms for approved meetings and activities, music or drama rehearsals or shelter on days of inclement weather.

· Students in the VCE years may use the South building under such conditions as are approved annually and made known to students by the VCE sub-school.

· Students are not permitted to go behind the library and canteen.

· Students are not permitted to enter the Royal Melbourne Hospital grounds or underground carpark.

· No student in years 7 to 11 is permitted to leave the school grounds throughout the school day unless they have obtained written permission from a sub-school co-ordinator to do so for a specific reason. Year 11 students with spare sessions during the school day will use the library or canteen area for private study unless they have written permission from a member of staff to do otherwise.

· Year 12 students are permitted to leave the campus at recess, lunch time and during spare sessions with the express purpose of using nearby facilities for further study and research, or to purchase lunch. They are not permitted to congregate outside the school or in nearby streets and laneways.

· Bicycles, skateboards, roller blades, and in-line skates must not be ridden in the school grounds.

· Students are expected to be punctual for school and for all classes. All years 7-10 students who arrive late for school must report immediately to the teacher in charge of latecomers, where they will be issued with a Late Pass. The late pass desk is located outside the sick bay. In the event that a student is late between classes, the student must report to the General Office to obtain a late pass. Students who are more than 5 minutes late are not permitted into class unless they have obtained a late pass. VCE students will not be given late passes. VCE students receive early morning detentions (8:00 a.m.) for persistent lateness.

· Students are permitted at lockers at the following times:

- there is a morning locker bell after which students may go to lockers to collect books.
- during recess and lunch times, students are expected to deposit books in lockers and clear the area as quickly as possible.
- students are not permitted at lockers during and between sessions.

· Bags must be kept in student lockers and are not to be carried to class.

· All students have been issued with a student I.D. card that can be used to borrow books from the Library or make payments at the Office. Students are expected to carry their Student Cards while on campus.

· All students are expected to sign the agreed UHS Computer Conduct Code.

Equal Opportunity

The University High School is committed to offering an educational program, which develops the potential of all students regardless of gender, ethnicity, socio-economic background, abilities, age, or geographical location.

Objectives

1. To raise awareness of the particular needs of both girls and boys and those students from non-English speaking backgrounds and to provide a curriculum, which meets these needs.

2. To provide equal access to and participation in an inclusive and comprehensive curriculum.

3. To provide a supportive school environment, free from discrimination, bullying and harassment.

4. To provide equitable resource allocation.

Guidelines

1. All areas of the curriculum should present a view of modern society and history that values the experiences and backgrounds of all students.

2. All students will have the opportunity to investigate a wide range of career possibilities with special emphasis on non-traditional careers.

3. Gender-inclusive resources and learning strategies should be used in all classes.

4. Positive role models should be provided in all areas of the curriculum.

5. All students should have equal access to physical resources (equipment, space, materials), teacher time and all areas of learning.

6. The school works towards the elimination of sexism, racism, and bullying and sexual and racial harassment. Attitudes and behaviours, including language, which is sexist, racist, bullying or harassing will not be sanctioned.

7. The school’s welfare and discipline policies combine a balanced attitude to the sexes and do not differentiate between them either in forms of discipline or the reasons for disciplining.

Strategies

1. Development of guidelines and strategies to promote practices which treat all students equally.

2. Development of specific programs to increase participation of students from non-English speaking backgrounds in all aspects of school life.

3. Provision of training and professional development for all members of the school community to help them eliminate sexism, bullying and racism.

4. Continuous review and evaluation of educational programs to ensure that all students, both girls and boys are included.

5. Ongoing development of Sexual and Racial Harassment Policies and Policies to assist in the elimination of Bullying. Ongoing development of related grievance procedures and their implementation in all cases of harassment.

6. Ensuring there is favourable gender balance in mixed classes. Where there is an unavoidable minority of girls in a class (eg. in electives), support/counselling should be provided as is necessary.

7. Development of a program to ensure that girls and boys have equal access to physical spaces and other resources (eg. Computers, sports equipment, etc.).

8. Continuing evaluation of resource allocation to ensure that it reflects the needs of all students.