Positive Concepts Policy

Immanuel Primary School is committed to providing a safe and caring environment that fosters respect for others and encourages the development of positive school concepts.

At Immanuel Primary School the gospel of Jesus Christ is the means and motivation for inviting, encouraging and developing positive student behaviour. Our goal is to support the development of positive student behaviour which respects the dignity of each individual. Student behaviour is not something to be viewed in isolation but is closely integrated with pastoral care and the spiritual dimension of school and home life. As part of the ongoing search for ‘best practice’ we seek to understand and use the most effective research and methodologies available to us. This policy is based upon research from theories and practice that complement the Christian Studies Program and the Primary Years Program. We understand that the concepts students develop are made up of ideas and emotions and that a student’s behaviour is an expression of these concepts. Argument, disagreement and misbehaviour occur over differences in concepts. Therefore at Immanuel Primary School a student’s behaviour is explored with the desire to develop and grow positive concepts. The policy is based upon the theory and research of Eric Jensen (Brain Compatible Learning), John Joseph (Brain Theory), Bill Rogers (Prevention, Positive Correction, Consequences, Repair and Rebuild), the Collaborative for Academic, Social and Emotional Learning-CASEL (Social and Emotional Learning Skills) and the KidsMatter Primary Framework.
The goals of the Immanuel Primary School positive concepts program are:
  • to assist students to develop positive relationships
  • to assist students to develop effective social and emotional skills
  • to guide students to responsibly manage their own behaviour with respect for the rights and needs of others
  • to maintain a school social environment in which each student’s right to security, learning, personal growth and self-esteem is affirmed
  • to assist students to recognise and value forgiveness.
Responsibilities of Immanuel Primary School Staff
Immanuel Primary School teachers and support staff seek to promote appropriate behaviour by:
  • establishing positive student relationships
  • employing positive discipline skills
  • communicating clear expectations
  • engaging students in appropriate experiences
  • modelling behaviour that is responsive to the rights and needs of others
  • modelling social and emotional skills and values
  • actively teaching social and emotional skills
  • maintaining open communication with parents
  • encouraging positive student behaviours
  • consistently reinforcing school behavioural expectations
  • using logical consequences in response to negative behaviour
  • involving students in decision making
  • providing multiple opportunities for student success. 
Responsibilities of Parents and Caregivers
Parents have the primary responsibility for teaching their children to behave responsibly with respect to the rights and needs of others. Teachers have the primary responsibility for encouraging positive student behaviour at school. Where the values and expectations are the same, teachers and parents can actively support one another to the benefit of the child.
Parents are expected to:
  • be familiar with the school’s Positive Concepts Policy
  • actively support the teachers’ management of their child. If this is not possible, parents are asked to meet with the teacher to plan a cooperative approach to solve the problem. The Wellness Coordinator may be asked to join the meeting
  • support their child to develop a positive school concept
  • maintain a collaborative and cooperative approach to longer term problem solving, raising issues with the teacher s needed.
Responsibilities of Students
Immanuel Primary School, has at the heart of its program, five simple rules that relate to Rights and Responsibilities. We recognise that the ability to respect these rights and responsibilities will be different for students relevant to their ages, stage of development and previous experiences. Students at Immanuel Primary School are encouraged to;
  • play fairly with each other
  • do their best so that they can learn
  • act safely by considering others and protecting, themselves
  • care for the school and respect one another’s property
  • communicate with love and respect for one another.
Responsibilities of the Wellness Coordinator, Pastoral Care Coordinator and Principal are to:
  • support the teachers as they encourage students and parents to develop positive school concepts
  • track students who have experienced bullying
  • track students who have bullied
  • manage the Detention process (see Appendix A)
  • share information that will lead to the identification and support of students at risk of developing negative school concepts.

Five Simple Rules

(Rules for everyone)


At Immanuel we aim to...
Play fairly with each other.

We have the right to...

  • be included
  • use play equipment and play space
  • learn about problem solving
  • play in an environment where rules are enforced
We have the responsibility to ...
  • include others
  • use equipment correctly and return it properly
  • attempt to solve problems peacefully
  • choose fair rules and play by them
  • share play equipment and play space
  • excluding others unfairly
  • harassing
  • ignoring the rules when playing games
  • cheating
  • refusing to share school property
  • Bullying


At Immanuel we aim to...
Do our best so that we can learn.
We have the right to...
  • discover more about the world and ourselves
  • develop our skills
  • express ourselves
  • use our talents
  • use helpful resources
We have the responsibility to ...
  • give our best effort
  • obey class rules
  • listen to instructions
  • ask for help when we need it
  • disturbing others
  • interrupting
  • ignoring instructions
  • not sharing resources


At Immanuel we aim to...
Act safely by considering others and protecting ourselves.
We have the right to...
  • feel safe and secure
  • learn about safety
  • be protected from unsafe situations
  • talk to someone we trust when in need
We have the responsibility to...
  • act in a safe way
  • consider how our actions affect others
  • use equipment correctly
  • play in our designated areas
  • hurting others
  • leaving the school yard without permission
  • using equipment wrongly
  • harassing
  • running on concrete
  • talking to strangers
  • being in an area without teacher supervision
  • running on stairs
  • running around corners
  • rough play
  • climbing other than on playground equipment




At Immanuel we aim to...
Care for the school and respect one another’s property.
We have the right to...
  • have a clean and tidy environment
  • use school property
  • have our personal belongings protected
We have the responsibility to...
  • treat all school property with care and respect
  • keep the yard free from litter and vandalism
  • ask permission when borrowing each other’s belongings
  • damaging school property
  • misusing equipment
  • wasting water and natural resources
  • stealing
  • borrowing without asking
  • littering
  • vandalism (including drawing on desks)


At Immanuel we aim to...
Communicate with love and respect for one another.
We have the right to...
  • be listened to
  • be spoken to politely
  • attempt to solve problems by talking
  • be told the truth
We have the responsibility to…
  • listen to each other
  • speak politely
  • attempt to solve problems by talking
  • tell the truth
  • put-downs
  • swearing
  • name-calling
  • criticising those who are absent
How will students know what to expect?

Students can expect that they will be helped to understand the expectations of positive school concepts through the following procedures.

  • At the beginning of each year class teachers and specialist teachers will negotiate class rules with the students in their class. The rules will reflect the five simple school rules and will be explained in language that is easily understood by each age group. Rules will be displayed in the classrooms.
  • At the beginning of each year, and as required throughout the year, class teachers will take students on a tour of the school and discuss behaviour expectations in the different areas. For example school boundary areas will be viewed and discussed, safe play on climbing equipment will be explained, a code of conduct in toilets will be decided. Teachers will take students to discuss the ‘Five Simple Rules’ as displayed in the hall.
  • Class teachers are expected to assist their students in the operation of regular formal and informal class meetings. The meetings give students the opportunity to discuss issues and to seek solutions to problems. Teachers are seen as facilitators in the process, to encourage positive outcomes that are realistic for the age and development of the students at that year level.
  • The Bullying and Harassment Policy is profiled through assemblies in first and second semester.
  • The Christian Studies Program is a key area for the development of positive concepts. Within the program students have the opportunity, within a safe and supportive context, to reflect on their experiences of the world and on their own beliefs and spirituality whilst developing their identity as individuals.
  • Many of the year level ‘Units of Inquiry’ specifically relate to the growth and development of positive school concepts.
  • Parents are encouraged to spend time with their children helping them to understand the expectations and also to explain how they will as parents support their child to develop positive school concepts.
If inappropriate behaviour occurs…
Supporting students as they develop concepts about school, and the understanding of the effect of their own behaviour, is a sensitive process. As learners people often make mistakes in order to grow. At Immanuel Primary School inappropriate behaviour is recognised as usually being a part of the learning process. Staff at Immanuel Primary School attempt to follow a consistent approach when dealing with inappropriate behaviour. The following interventions may be used,
  • A warning – the student is reminded of the other students rights and his/her own responsibilities. Expectations are repeated.
  • Time Out – the student is asked to leave the classroom and is supervised within another classroom – if Time Out is required in the yard the student may be asked to sit outside their classroom or by the canteen for a period of time set by the teacher.
  • Detention – the student misses the next play period by sitting at the Student Reception Desk in the administration building. A detention notice is issued which is to be taken home by the student, discussed and signed by the parent, and returned to school the next day. Follow-up procedures are managed by the Positive Concepts Committee.
  • Logical Consequences – teachers may ask students, or negotiate with students, a consequence which is directly relevant to the inappropriate behaviour. For example a student who has dropped litter may be asked to wear protective gloves and pick up litter in a certain area, a student who has been rough in a game may be asked to leave the game or a student who has been wasting time/distracting others in a lesson may be asked to make up the time in their own free time.
  • Referral to the attention of the Positive Concepts Committee – a teacher or parent who feels that they need additional support to assist a student/child experiencing extreme or persistent behaviour difficulties may refer to the Positive Concepts Committee.
It is important to note that the interventions listed above do not necessarily occur in a ‘step’ fashion but rather in response to the degree of severity, or frequency of the inappropriate behaviour. For example a student who harms another student may be given an immediate detention.
At all times we recognize the importance of teaching through the example of God’s love for people and that it is through God’s forgiveness that we are restored to a proper relationship with the person/s offended.
What happens if a student’s behaviour does not change?
If students continue to behave inappropriately the following procedures are recommended;
  • Gathering information from previous teachers and/or support staff to determine what has and has not been successful in the past.
  • Meeting with parents and the student together to clarify issues – it may be appropriate for the Deputy Principal to be present
  • Negotiating individual behaviour contracts with the student and/or parent
  • Seeking guidance / counselling from the Pastoral Care Coordinator
  • Collaborating with the Pastoral Care Coordinator to develop strategies / programs for specific issues ie anger management, social skills development
  • Seeking support from the Positive Concepts Group