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The approach outlined in this document is an important basis for promoting the standards of behavior that characterises Maarif Schools Australian. Closely allied to Student Behaviour is the school’s policy and process that manages the discipline of students.



The School expects that all of our students will learn to exercise self-discipline and comply with the school’s standards which will be outlined in the School Diary and communicated to parents of our Community.


It should be noted that corporal punishment is not and must not be administered nor should parents be encouraged to administer it to their children on our behalf.


[Education Act 1990 No: 8 – Definition of Corporal Punishment

Corporal punishment of a student means the application of physical force in order to punish or correct the student, but does not include the application of force only to prevent personal injury to, or damage to or the destruction of property of, any person (including the student).]




Strong spiritual values and ethical standards underlie all discipline in the School. Students will be encouraged to have high standards and action will be taken if standards are not kept. Parents will be kept informed at appropriate points in the discipline process.


The aim is for a student to become a self-discipline adult. The transfer from imposed discipline to self- discipline is encouraged from Kindergarten through to the most senior students.

All discipline matters will seek to be reconciliatory by emphasizing the need for genuine expressions of repentance from the offender to the offended with reciprocal expressions of forgiveness by both the offended and the others involved when a relationship must be restored.


Discipline may include corrective consequences where the school codes of behaviour and expectations have been broken and the student need to repent and be restored to the school community.




Co-operation and close contact between School and home are regarded as being essential to the task of educating the child. The first point of contact for a parent is the Class Teacher. If the issue is not resolved, then a parent should contact the appropriate co-ordinator. Class teachers will contact parents with any issues of concern with their children.



At Maarif Schools Australia, we believe that positive working relationships with a community allows everyone to achieve maximum growth and potential. Our belief is that a co-operative School is a happy, secure place where everybody’s needs are recognised and met and all have the opportunity to succeed. We encourage the children to value the personal dignity and the worth of themselves and others.

We aim to:

  • Honour the spiritual and cultural as a school community through all that is said and done by each of its members.

  • Enhance the development of the relationships between students, teachers, parents and other members of the school community.

  • Lead and support behaviour that is responsible in a way that acknowledges mutual rights and responsibilities.



At Maarif Schools Australia we believe that all members in the School community have rights. A right can be seen as a reasonable expectation of what ought to be. However, a right can only be enjoyed when people are acting responsibly. Therefore, there is a need for rules, order and discipline when rights are infringed. Students have to learn that mutual rights are essential if we are to cooperate with one another at school and enable a positive teaching, learning and social environment to exist.


Effective behaviour management is essential to the smooth running of a school and to the creation of an environment where everyone’s rights and responsibilities is addressed. A balance between fundamental rights and responsibilities is at the heart of behaviour management.


At Maarif Schools Australia everybody has rights and responsibilities. These are outlined below:



Discipline is inextricably linked to the welfare and pastoral care of a student. Student’s negative behaviours can be corrected effectively in a positive, supportive and caring manner, with staff giving encouragement and guidance in order to support their personal development and maturity.

In order to guide children towards socially appropriate behaviour staff should consider:

  • Carefully planning a variety of interesting and challenging learning opportunities that will actively engage the children.

  • Keep consistently to routines.

  • Set reasonable, developmentally appropriate limits and provide natural consequences to behaviours.

  • Constantly model appropriate behaviours.

  • Whenever possible avoid punitive discipline. Instead children may be guided towards self-discipline and respect for others.


Teachers at the school should consider the following before ‘disciplining’ students:

  • Questioning the child about their behaviour and their understanding of whether it is appropriate.

  • Explaining why the behaviour is inappropriate.

  • Warning that the behaviour is not acceptable and should cease immediately.

  • Give “Time out” (particularly for games).

  • Remove privileges.

  • Isolate the child temporarily but under supervision.

  • Let parents know about the behaviour that worries you.




Care of a student sometimes requires enforcement of the school’s disciplinary code. The pastoral care and general disciplining of each student is the responsibility of the classroom teacher. Teaching staff have the authority of the Principal, within the ethical and professional expectations of the School and in liaison with the Head of Primary to take initiatives to ensure the educational and personal welfare of the students in their class.


The Primary staff report to the Head of Primary ensuring the quality of discipline and pastoral care across the school.


The Principal will only be directly involved in disciplinary matters upon the recommendation of the senior staff and then only in matters which might affect a student’s continuing enrolment in the School or where the senior staff requests assistance in reaching a full understanding of an issue.


The School will attempt to ensure that rules are implemented fairly and consistently, but do not accept the view that ‘good discipline’ requires absolute uniformity. Because of the inextricable link between discipline and pastoral care, the School will apply penalties on an individual basis taking into account the age of the student, the full circumstances of the incident, the student’s general attitude and progress, and how best to ensure the student will approach the future with a confident and re-assessed attitude. It is important that if penalties are to have any formative outcome, they must be fashioned to suit the individual and not the offence itself.






Throughout the course of each term, the School students will participate in activities that promote the attributes of a School student – to be independent, resourceful, respectful, open-minded and resilient. A whole School approach will be adopted that focuses on skills being explicitly taught and built upon in each year level to ensure continued development.


It is extremely important for the students to work towards positive goals both socially and academically. The school award system will be used in the Primary School to reward students who consistently demonstrate pride, effort and excellence towards their School and themselves.


In the event that a student makes a poor choice in behaviour, the school will respond with a consequence based on natural justice in the first instance. When relationships have been affected, these will be addressed through restorative practices and discussion. Parents will be notified of significant events via the Student Diary, by email or by phone as desired by School staff.




The School’s Discipline Policy and Procedures provides the over-arching guide to the management of student behaviour.



Related Policies, Procedures and Guidelines


Student Welfare and Pastoral Care Guidelines

Student Attendance

Homework Policy

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