Behaviour Learning

“Equipping our children with the desire for learning as a life- long learner, encouraging spiritual, intellectual, emotional and social growth in an environment where children are safe, valued and respected for their individual abilities, background and aspirations.”

Holy Spirit Vision and Mission

Vision – Mission - Values


Our vision is for an inclusive school with a welcoming Catholic faith community embracing hope, quality teaching and learning, tolerance and understanding of difference.


Through the ideals of Catherine McAuley of service, dignity and compassion and by living the Gospel of Jesus, we aim to empower learners of all ages to embrace challenge, transform and enrich our world 'to know what is right'.


Our mission is supported by the following values built into the school community as our 'Five Keys to Success': confidence, resilience, persistence, getting along and organisation.

Beliefs and Common Philosophy about Learning and Teaching

1. Our beliefs about teaching and learning socially at school, student behaviour supports, and responding to students to meet their needs, unify us and direct our actions.  At Holy Spirit School we create conditions for each learner to progress towards the development of perseverance, resilience, respect, shared responsibility and a generous spirit. Our school aims to develop the whole person – intellectual, emotional, physical, social and spiritual.  This is undertaken in an atmosphere of care and support, with a concept that learning is enjoyable and motivates students.  We believe that the learning environment we establish nurtures children's gifts.

Our Spirit Shines when we are:

  • Respectful
  • Responsible
  • Safe
  • Learning

Teaching Specific Goals and Expected Behaviours

Our school behaviour matrix is a visual tool that outlines the expectations of behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about behaviours for learning at school.


In addition to our school expectations, our affective curriculum is informed by the General Capabilities in the Australian Curriculum. The General Capabilities encompass the knowledge, skills, behaviours, and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.

The Personal and Social Capability is one of the seven General Capabilities that outlines student developmental stages of self-awareness, self-management, social awareness and social management. The behavioural and social emotional skills in this capability are to be taught through the learning areas of the approved curriculum.

2. Focus: Teaching Expected behaviour

​Effective instruction requires more than providing the rule – it requires instruction, practice, feedback, re-teaching and encouragement (Sprague &   Golly, 2005). Instruction takes place each day, throughout the day, all year long.

​In addition, direct teaching may be done using some or a combination of the following:

  • Beginning of school year orientation day
  • Classes, weekly throughout the year with the focus outlined in the staff digest
  • Time built into the first weeks of schools and increased later in the year
  • Assemblies followed by group practice
  • New student orientation when needed
  • Student leaders support younger peers
  • Student leaders modelling and demonstrating expected behaviours

​3. Feedback: Encouraging Productive Behaviours for learning
  • Tier 1 Universal Supports:

    Feedback should cause thinking (Dylan Wiliam, 2011). In education, we use the term “feedback" for any information given to students about their current achievements (Wiliam, 2011 p.122). Feedback to students provides them with the way to move their learning forward and make progress in their le​​arning.

    Our school encourages and motivates students, both as they are learning the expected behaviours and then to maintain those skills and dispositions as students become more fluent with their use. Specifically, our school encouragement system utilises effective, specific positive feedback, adult attention (contingent and non-contingent) and a tangible reinforcement system.

    The encouragement strategies in place for school and classroom include:
School practices that
encourage expected behaviours
Classroom practices that
encourage expected behaviours
Terrific in the Playground TicketsPoints and Pegs Systems
Class of the Fortnight Award Various class awards
Awarding whole class transition from morning line upPB4L stickers
Principals Happy Hour (showcasing learning from individuals)Class dojo points
Program Achieve Afternoon Tea with the Principal each termIndividual recognition
 Student Happy Grams sent home to parents identifying great work


  • Tier 2 Targeted Supports:

​Targeted evidence-based interventions play a key role in supporting students at risk of academic and social problems and may prevent the need ​for more intensive interventions (Sailor, 2009). These students consistently have trouble with low level but disruptive behaviours that interfere with instruction and hinder student learning. Targeted inventions should be timely and responsive and use similar strategies and social   curriculum across a group of students. 

Students are identified proactively, using academic, behaviour and attendance data accompanied by teacher nomination or through a screening  process. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as    ​student behaviour and engagement improves.

T​he evidence-based targeted supports currently available for students in the school include:

  • The Behaviour Educati​​on Program (Check in- Check out) – (Crone, Horner & Hawken, 2004). This evidence-based Tier 2 support builds on the school-wide expectations by providing students with frequent feedback and reinforcement from their teacher/s, a respected facilitator, and the student's parents for demonstrating appropriate behaviour and academic engagement. The goal is to move the student to self-management.


  • Social Skills Clubs/Groups. This type of intervention involves directly teaching social skills to enhance a student's ability to interact with peers and adults. Whilst social skill instruction may be part of the work done in universal supports this type of targeted support occurs in smaller groups with students who require additional practice and feedback on their behaviour. This group is held on Monday and Tuesday in the library with the school guidance counsellor.  Additional lunch time clubs also include: Lego Club, Science Club, and Tinker Club.


  • Tier 3 Personalised Supports:

​Successful outcomes for students whose behaviour has not responded to Universal or Targeted supports are dependent on our ability to intervene as early as possible with appropriate evidence–based interventions. A function-based approach is an essential feature of PB4L.



Personalised supports currently on offer at the school include:


  • Functional Behavioural Assessment and designing an Individual Behaviour Support Plan

  • Pro-active, Collaborat​​ive Problem-Solving process (Dr Ross Greene)

  • Guidance Counsellor support services

  • Student Support Team case management - planning and implementation of individualised support plans and monitoring data

  • Partnerships with outside support agencies and specialists

4. Feedforward: Responding to Unproductive Behaviours 


Even with our positive approach to teaching and supporting expected behaviours for learning, unproductive student behaviour will still occur. For some students, they do not know how to perform the expected behaviour, or don't know it well enough to routinely use it at the appropriate times. For some students, the maladaptive behaviours they are using appear to meet their needs. When responding to unproductive behaviours, all staff take a positive, supportive approach that builds, maintains, and sustains relationships with students.


To feedforward when responding to unproductive student behaviours, we have a system in place that enables staff to respond to minor unproductive behaviours efficiently and effectively, to chronic persistent minor behaviours and to major unproductive behaviours that hinder learning. In this continuum, thinking begins with clarity between minor behaviours (that can and should be managed by teachers, within the context of the classroom and non-classroom settings) and major behaviours (that are best managed in a more private setting with the class teacher and leadership in partnership). The definitions of teacher managed behaviours (Minor) and teacher plus leadership managed behaviours (Major) have been included in Appendix A.


Although the teacher is the key problem solver when responding to minor behaviours, they collaborate, and share creative strategies, with colleagues. Teachers respond to minor behaviours using best practices that include reminders of expectations, re-directing to learning and re-teaching behaviours. Appendix B includes a summary of practices that may be utilised. 


The positive, support strategies currently in place for responding to unproductive behaviours at our school can be classified under the three evidence-based approaches recommended in BCE SBS policy and procedures, and include:

De-escalation Problem-solving Restorative
Supervised calm time in a safe space in the classroom
Supervised calm time in a safe space outside of the classroom
Set limits
Individual crisis support and management plan
Teacher – student conversation
Work it out together plan – teacher and student
Teacher – student – parent meeting
Teacher – student – leadership conversation
Student apology
Student contributes back to the class or school community
Restorative conversation
Restorative conference


In addition, de-escalation crisis prevention and support strategies may include teachers using the following chart to respond as appropriate.


5. BCE Formal Sanctions

  • Detention
  • Suspension
  • Negotiated Change of School
  • Exclusion

    For appeals, the school aligns to BCE processes.


May 2019​