1. education
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Student Handbook
2015
Ogilvie High School
Creating futures together
Contents
Principal’s Introduction to Ogilvie High School …………………………. 2
History …………………………………………………………………… 3
Community Participation ………………………………………………… 4
Middle School …………………………………………………………….. 5
Curriculum in the Middle School ………………………………………… 6
Senior School …………………………………………………………….. 7
Assessment and Reporting ………………………………………………. 8
School Wide Positive Behaviour System ………………………………… 9
Expectations and Rules …………………………………………………... 10
Homework ………………………………………………………………. 11
Big Sister Peer Support Program ………………………………………… 12
Extra-curricular Activities

Sport Program ………………………………………………… 13

Music Program ………………………………………………… 14

House Program ……………………………………………….. 17
Ogilvie School Uniform, Guidelines, Uniform Items …………………….. 19
Levies, STAS, Lockers, Photos ……………………………...……………. 20
Medical Information ……………………………………………………… 22
School Procedures ……………………………………………………….. 23
Student Safety ……………………………………………………………. 24
Acceptable ICT Use Policy ………………………………………………. 25
Personal Information Protection Act ……………………………………. 28
Buses ………………………………………..……………………………. 29
1|Page
Principal’s Introduction to Ogilvie High School
Welcome to Ogilvie High School to all new students in Grade 7 and students new to grades 8, 9 and 10.
It is important that parents and carers learn all they can about Ogilvie High School to ensure that the
learning outcomes for students are the best they can be. There is a joint responsibility for learning
between the student, parents and carers and the staff at the school. We want to provide a personalized
learning program for all our students which best suits their needs, and the curriculum provides for
learning across a range of areas.
Our school Vision, is to support development of successful, skilled and innovative young women in
creating futures together. It is our Mission to work together to place our learners first to be globally
connected and to challenge the boundaries of learning. Our Values of Responsibility, Respect and
Resilience guide our decisions in all aspects of life at Ogilvie. They are underpinned by the Department
of Education Values of Learning, Excellence, Equity, Respect and Relationships.
We have developed key goals in five areas which will guide our school improvement for 2014 – 2017:

Australian Curriculum

Literacy

Numeracy

Engagement through Pedagogy

Building a Respectful School
We are continuing to implement the Australian Curriculum at Ogilvie and students in Grade 7 are
undertaking courses in English, Mathematics, Science, History, Geography, Civics and Citizenship, Health
and Physical Education, Languages, The Arts and Technologies. As students move from the Middle to the
Senior School, there is more choice available to experience learning across a range of areas. Students
learn best when they are engaged, motivated and challenged, and so we are continuously striving to
improve our practice, to provide the best possible learning outcomes for all students. Teachers are
focused on gaining knowledge and skills in teaching practice, content of new syllabuses and in embedding
information technology in these courses. As well as this, all teachers are focused on the development of
literacy and numeracy skills of students.
In a large community such as Ogilvie, the development of positive relationships is at the heart of all
learning and we are committed to building a respectful school at Ogilvie. Our students make a
commitment to Being Safe, Being Respectful and Being a Learner, and we work with students every day to
meet these commitments.
Ogilvie also provides opportunities for students to participate in a wide variety of extra-curricular
activities. These include activities such as sports, choir, band, drama and debating. Similarly, students are
offered many leadership opportunities which enable them to gain skills to become a valued, and
respected member of our School, making a significant contribution to the School and the broader
community.
Students and parents and carers will find very useful information in this handbook about policies and
procedures at the school and we ask that you make a commitment to following all of these during your
time at Ogilvie. All students at Ogilvie can set themselves goals to achieve and be the best they can be
and I wish all students well in 2015.
Julie Bird
Principal
2|Page
History of the School
Ogilvie High School originally catered for both boys and girls and began as the New Town Commercial
High School, officially opening on 21 July, 1937. The School was initially situated at Hobart High School,
Letitia Street, but was moved to its present site on 5 August, 1937. Following the death of the Premier,
A.G. Ogilvie in 1939, the School changed its name to the A. G. Ogilvie High School in 1940. The final
year for boys was 1963 and Ogilvie became the first all-girls’ high school in Tasmania.
In 2005, a major redevelopment of several areas of the School was undertaken and financed by the
Federal Government. These new facilities were opened on 6 October 2006 and included a new
Dance/Drama performance area, the upgrading of general classroom areas, the redevelopment of the
Gymnasium and the building of a fitness centre called Ozone.
In 2010, the new Student Centre was completed and provides learning areas and social spaces for
student use. The Student Centre includes the school’s cafeteria which has gained Silver status for serving
healthy food. There are two catering kitchens, a Cafe area and the Upper Student Centre which includes
kitchen facilities for students. The Lower Student Centre is used by students as well as for teacher
workshops, functions and dinners and has a capacity to cater for approximately 100 people. This
redevelopment also included refurbishment of classrooms in S Block where our Big Picture program is
based.
What’s happening at Ogilvie
Finding out about school activities at Ogilvie is as close as your mobile phone. Information about all
student activities can be found on our Facebook page www.facebook.com/OHSTasmania as well as the
School Intranet site https://education.tas.edu.au/ogilviehigh which also provides a Calendar of upcoming
events. The School newsletter, In Touch, is produced approximately monthly as is available in hard copy
or online by registration. An annual yearbook, The Ogilvinian, is published in December. This publication
contains class photographs and a record of students’ achievements for the year. Students pay for this at
the beginning of the year.
3|Page
Community participation in School activities
Parents, carers and students at Ogilvie High School can contribute to the School community in many
ways. The Ogilvie High School Association Inc plays an important role within the school community and
parents and carers are invited to join this group, which consists of parents, teachers and community
representatives. Students are also represented through the Prefect Group. The School Association sets
direction for the School, hosts School activities and provides resources for the School through
fundraising activities.
The functions, objectives and purposes of the Association are prescribed by government and include:

participating in the development and implementation of the beliefs, values, priorities, policies and
code of conduct for the school;

fostering co-operation across the School community;

approving the school budget; and

providing advice to the Department of Education on policy matters.
In 2014 the Ogilvie Community Evening was held at the beginning of the year and was organised in
partnership between the School Association and the School. This event showcased student work, with
displays and exhibitions of student work as well as a range of delicious foods being available for families
on the night. As well as this, community members were able to enjoy a range of student performances
in areas such as drama, debating and dance and see students involved in learning such as experimenting
in Science. The evening was a great success in promoting student learning as well as raising funds for the
School. This event will be organised annually, as well as other activities that will involve all of the School
community.
The Ogilvie High School Association also manages the School Uniform Shop. The Uniform Shop will be
open during the week prior to school resuming and during term time is open on Wednesday morning
and afternoon and Thursday after school. The Uniform Shop has a range of options for ordering and
payment of items, as well as discounts for purchases of particular sets of uniform items. A
comprehensive brochure is available with these options outlined.
The School Association respond to specific objectives within the School Improvement Plan in areas such
as Finance, Education, Events and Uniform, and meet to work on specific issues and provide their
findings to the School Association for discussion and implementation. An area that the School
Association is concerned about is the allocation of government funds for the redevelopment of
classrooms or the provision of new classrooms for Ogilvie in the coming years. If you are interested in
being involved in the School Association, please let us know, we would welcome some new parent
input.
School Association meetings are held in the Boardroom in the main building, on the first Monday of each
month at 5.30pm. The meeting includes a Prefect Report, Principal’s Report, and general items about the
school. Parents and carers are warmly invited and encouraged to attend meetings. The Association is
dedicated to providing support to our school and ensuring our students have the most positive school
experience possible. Please contact the School Office on 6228 8800 for more information.
Elizabeth McKenzie
Chair, Ogilvie High School Association
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Ogilvie High Middle School
During adolescence young people have unique educational needs. Middle Schooling refers to a
particular philosophy or set of principles about teaching, learning and curriculum for young adolescents.
It is designed to be responsive and appropriate to the developmental needs of such young people,
particularly as they move from primary to high school. Ogilvie High School has a well-established Middle
School focussing on learning and wellbeing outcomes for students in Grades 7 and 8 and to ensure that
students have a happy and positive beginning to their high school years.
Middle Schooling at Ogilvie High School aims to provide student engagement in a teaching and learning
program focusing on the needs and interests of students, teachers, the school and wider community,
with an emphasis on co-constructed and self-directed learning. Learning occurs in a caring community,
involves choice and provides challenge. There are opportunities to ‘check in’ on student learning
through detailed assessment practices to measure student progress at meeting outcomes;
 centres on collaboration for both staff and students;
 celebrates achievement; and
 builds links between students, families and the community
The Middle School also provides for:
 the practising of positive behaviours; understanding what it means to be safe, be respectful and
what it means to be a learner;
 all members of the school community to practice justice, care, respect and concern for the
needs of others;
 The embedding of literacy, numeracy and ICT in all curriculum areas.
 Strong transitions through Middle Schooling, consolidating prior learning and preparing students
for future pathways into the Senior School and beyond.
Ogilvie’s Middle School has its own management team consisting of an Assistant Principal and two Grade
Co-ordinators. They work collaboratively with the Home Group and subject teachers to provide a safe,
supportive and stimulating learning environment for students.
Preparing for Middle School – Grade 7
Grade 7 students return to school with all other grades on Wednesday 4 February 2015. They should
arrive at school before 8.30am and will be met by the Middle School leadership and teaching team. For
the first week, students will be with their Home Group Teachers for most of the time, when the focus
will be on building relationships and becoming familiar with the new environment. Lockers, routines,
timetables, rooms, use of the School diary, school values, and rights and responsibilities will be discussed
and organised during this time.
During the first few weeks of the year students will participate in a variety of activities, including library
orientation, House Picnic, parent night, a barbecue and working with Big Sisters. The aim is to build a
partnership between students, staff and parents based on positive and supportive relationships.
5|Page
Curriculum in the Middle School
In the Middle School we aim to have teaching and learning strategies that enable our students to use to
their advantage the attributes they have – their energies, curiosities, their developing engagement with
the world, their strong social connections and their developing independence to become “caring and
confident” young women.
We believe all students should be supported and encouraged to experience enjoyment and success in
learning. We aim to promote each student’s sense of identity, belonging and esteem, as well as
developing her capacity and confidence to function as an autonomous learner in our new knowledge
society. The curriculum has been designed to provide a seamless transition from primary to high school
and to sustain the students’ involvement, engagement and participation in a variety of learning
experiences.
To maximise continuity and minimise disruption, the teaching and learning program in the Middle School
revolves around a core curriculum which means most classes are taught by only two core teachers who
are responsible for Mathematics, Science, English, History and Geography. This allows different
curriculum areas to integrate their learning programs and deliver a more flexible curriculum. In Grade 7
all students are given an experience of a variety of subjects in the Health & Physical Education, Arts,
LOTE (Languages other Than English) and Technology areas including Foods, Textiles, Design,
Woodwork of the Tasmanian Curriculum to inform the subject choices they start making in Grade 8.
Our School day is made up of either 3x 100 minute or 2 x 100 minutes and 2x 50 minutes. The reasons
for this are to maximise student learning, which research tells us is better facilitated by longer periods of
time and to reduce movement around the school between lessons. Teachers use a variety of
approaches and activities and give the girls breaks to ensure student engagement and interest are
maintained.
At Ogilvie we are following The Australian Curriculum which is currently being implemented in all
Tasmanian schools for children in Prep to Year 10. In 2015, your daughter will be taught English,
Mathematics, History, Geography and Science using the new curriculum. This means that your child is
being taught the same content and assessed against the same achievement standard as a child in the
same year level in every other school in Australia. By 2015 we expect that the Australian Curriculum
will be developed in all learning areas and subjects.
Girls have the opportunity to participate in a wide variety of extra-curricular activities associated with
House, Outdoor Education, Music, Debating and Sport. These are described in more detail in this
Handbook. Many of these activities are conducted in Home Group time to minimise interruptions to
the normal learning programs.
Gradually through the Middle School years programs require increasing levels of independence and
autonomy. Students begin to make their own choices about the subjects they wish to study to allow
greater personalisation and foster the development of skills such as independence, flexibility and
personal organisation.
Julie Kay
Assistant Principal, Middle School
6|Page
Ogilvie High Senior School
The transition from Middle School to Senior School is a significant milestone in your daughter’s
education. Many notice an enormous change in the culture in the Senior School including increased
responsibility and the development of more independent learning. These changes may prove to be
challenging, both for your daughter and for you as parents.
At Ogilvie we recognise that Senior School is a vital time for the girls in their transition from
adolescence to adulthood. Our teaching and support staff aim to provide a safe and supportive
environment in which students are encouraged to grow, make mistakes and learn without
the fear of failure. We provide experiences that enable students to connect with and
contextualise their place in our society, whilst being encouraged and mentored to become
ethical, informed, reflective and responsible decision-makers. Our programs are designed
to be challenging physically, mentally and psychologically, and at the same time providing
opportunities to cater for individual needs.
Our learning programs are based on the Australian Curriculum and aim to provide a combination of
rigorous academic learning, as well as practical, creative and vocational learning, which enable students
to acquire fundamental knowledge and skills, while facilitating the development of dispositions that
foster effective citizenship and lifelong learning. Some students choose to do this in the individualised
learning program offered by Big Picture. Others want a particular vocational emphasis in programs like
INVEST, or to gain a certificate in hospitality at a local restaurant. Many carry out work placements or
internships which often lay the foundations for future employment.
We hope that our students take advantage of these opportunities and grow in self-belief, maturity and
become effective global citizens.
Developing a partnership between home and school is crucial in this significant and often
challenging stage of your daughter’s development. By working together and developing
a strong partnership, we are able to provide her with the best environment in which to
transition into Years 10 to 12 and beyond. We have an effective Pathway Planning Program that
provides students with guidance and advice around the many options that are available on leaving
Ogilvie.
In the Senior School teachers continue to focus on developing the skills of deep understanding, thinking
and inquiry. Students are encouraged to develop ICT skills for use in more challenging, complex and
sophisticated tasks. To assist with this, all senior students are issued with a Netbook and learning
programs are designed to make effective use of technology.
Structure and Organisation
Like the Middle School, the Senior School has its own management team consisting of an Assistant
Principal, and two Grade Co-ordinators. Teachers work collaboratively within their School, a particular
grade group and in Curriculum Areas. They are assisted by staff in the Learning Centre, Student Support
Services and Pathway Planning. Senior School staff meet regularly for professional learning and planning.
In Senior School we continue to offer students a challenging, relevant and stimulating curriculum that
incorporates a range of academic, artistic, sporting, and outdoor educational experiences designed to
encourage self-belief, courage, leadership and resilience.
Yvonne Bennett
Assistant Principal, Senior School
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Assessment and Reporting
The main purpose of assessment is to improve student learning. Assessment is an ongoing process of
gathering and using evidence of student achievement. Effective assessment enables:
 students to better understand their progress towards goals and become more knowledgeable and
self-directed in their learning;
 teachers to make informed judgement about student progress and design more effective teaching
programs; and
 parents to better understand and support their daughter’s learning and achievement.
The reporting of student achievement to parents is an important part of our curriculum that will
continue to be reviewed annually with the School Association, who have a mandate to sign a Reporting
Agreement with the School. After each set of reports are sent home with students, as outlined below,
there will be opportunities for parents and carers to meet with teachers. Teachers also report
informally to parents in the student diary, using Fronter and emails, messages and phone calls, as well as
providing feedback on student work.
Progress
Statement
Full Written
Report
Summary
Report
A short report provided to inform parents about how their child is
settling in to school and to advise them of any early areas of concern.
End of Term 1
A report providing clear, detailed information about a child’s progress
and any matters that need attention. Issuing this report at mid-year
allows time for teachers and parents to assist students with problems
they may have with their learning.
Start of Term 3
A report providing parents with brief information about their child’s
end of year results and learning in Grades 7 - 10 and a comment from
Home Group Teachers.
End of Term 4
April
July
December
In 2015 we will continue formal assessment of the Australian Curriculum in Mathematics, English, Science,
History, Geography, Health and Physical Education, The Arts and Technologies. Languages will be
assessed separately. Student achievement in the Australian Curriculum will be reported using the letter
ratings A–E, where a C rating indicates that a student is performing at the standard expected of students
at that year.
A indicates that a student is performing well above the standard expected.
B indicates that a student is performing above the standard expected.
C indicates that a student is performing at the standard expected.
D indicates that a student is approaching the standard expected.
E indicates that a student is performing below the standard expected.
It is important to know that the A – E assessment is being used for the purposes of reporting and that a
student’s progress will also be monitored during the year using other methods of assessment. The
Australian Curriculum has been designed to be both achievable and challenging for most students in
each year group and of those many would receive a C Award. This means that a C rating is one to be
celebrated as the student is working at the standard expected for her grade.
Another form of assessment is The National Assessment Program – Literacy and Numeracy (NAPLAN).
NAPLAN is for students in Years 7 and 9 who sit national tests in Literacy and Numeracy in May, with
reports being sent home in fourth term. These reports are forwarded directly to parents by the School.
8|Page
School Wide Positive Behaviour System (SWPBS)
Ogilvie has adopted this system as a way of establishing a social culture that promotes the behaviour
that is needed for the School to be an effective learning environment that fits best with our values. It
relies on positive approaches and building relationships. It sets out clearly the strategies and the
processes we all need to follow in both classrooms and non-classroom areas.
In the classroom the teacher focuses on school/classroom expectations and commitments to:
 Be Safe
 Be Respectful
 Be a Learner
Behaviours are described in three “tiers” and consequences are determined accordingly. At Tiers 1 and
2, information is recorded electronically in a behavior database, which is used to generate information
for teachers and parents/carers when required.
Tier 1: Classroom management
When a student is not making the necessary commitment to the class, the teacher will:
 remind students about the expectations for classroom behaviours;
 give warnings which might including a warning about relocation;
 and use relocation within the classroom (if this is appropriate).
Tier 2: Relocation
The teacher relocates a student to another class, as a result of unacceptable behaviours and:
 completes the relocation form and provides the student with some work to do whilst on relocation;
 the relocation teacher sends the relocated student back to their class teacher with the relocation
form, 5 minutes before the end of the lesson;
 the relocated student must speak to the class teacher to resolve the issue. In most cases this will
happen immediately, however, if this is not possible then the class teacher makes another time to
resolve the issue –just prior to when the class next occurs, or the next break time;
 the student needs to make a commitment to comply with classroom rules in the next lesson in
order to return to class;
 and the teacher may apply a further consequence depending on the reason for relocation, e.g. there
may be a recess or lunch time detention to catch up on work not done.
Tier 3: Referral
Senior Staff can be contacted by teachers when student behavior is totally unacceptable and:
 consequences for the behavior, such as internal relocation, after school or lunch time detention,
daily report and suspension, will be applied by the Senior Teacher in consultation with the Assistant
Principal and Principal;
 and the Senior Teacher or Assistant Principal will contact the parents/carers and may require
parents/carers to attend a meeting with the student to discuss ways to improve behavior.
Positive behaviours
Because the system is about building a whole school culture, not just managing inappropriate behaviour,
there is a focus on positive things too. Success is celebrated and rewarded and good behaviours are
acknowledged in the use of commitment slips, positive feedback, and Confident and Caring awards.
9|Page
School Expectations and Rules
Classroom Expectations
Be Safe

Always walk

Stay within the school grounds

Keep aerosol sprays at home

Keep bags in lockers

Use furniture and equipment appropriately

Be aware of others’ personal space

Wear appropriate clothing
Be respectful

Solve conflicts in a positive way

Seek help when needed

Speak politely

Engage with others appropriately

Use appropriate language, positive and respectful talk and body language

Accept and respect difference and diversity

Respect own, others’ and the school’s property

Be respectful of the environment

Be an active listener

Be a respectful audience member

Respect personal space
Be a Learner

Be an active listener

Be an effective communicator

Be prepared and organised

Be open to new ideas and accepting of support

Be responsible for your own actions

Be on time

Be the best you can

Set goals for achievement
Some further basic rules

Correct School uniform should be worn at all times.

Students should not bring chewing gum to school or be chewing in class.

When moving around the grounds students should walk on the paths, not on the grass.

Students are not permitted to sit on the roadway or in car park spaces at any time.

Students should have their diary signed by the teacher when out of class for any reason.

Students will not be allowed to leave class for an appointment unless written confirmation is
provided, e.g. a slip from the School Psychologist or a leave pass from the Medical Room.

Students should use mobile phones, iPods, and other personal computing devices, appropriately.

Students will not be permitted to take part in an excursion if the permission form has not been
signed by the parent/carer and returned to the organising teacher.

Students are not permitted to enter or leave the School through the front door. The front
entrance is for the use of visitors to the School and staff, unless there is an emergency.

Students should not graffiti equipment, including diary, bags, folders or any School property.
10 | P a g e
Homework
Home learning helps students by complementing and reinforcing classroom learning, fostering good
habits of lifelong learning, self-discipline, concentration and study; and by providing an opportunity for
students to be responsible for their own learning. Home learning develops and extends the curriculum
that is taught during class time. Home learning serves to strengthen the partnership between home and
school. It provides parents and caregivers with insights as to what is being taught at school. It does,
however, need to be balanced with family, social and extra-curricular activities.
If students don’t have particular set tasks, then parents/carers can encourage students to:
 read over work previously completed;
 revise areas where there may be weaknesses or problems;
 learn some of the basic factual material; and
 read a book.
Parents/carers are invited to discuss any serious concerns relating to home learning with the Home
Group Teacher, Subject Teacher, Grade Co-ordinator, Support Teacher or Assistant Principal.
Home learning should be
 appropriate to the student's skill level and age;
 interesting, challenging and, where appropriate, open-ended;
 purposeful, meaningful and relevant to the curriculum; and
 assessed by teachers with feedback and support provided.
How much time?
The amount of home learning will vary from week to week and according to each individual's
circumstances. Students are encouraged to utilise their time in class so that they are not always catching
up on work at home. As a guide, students in Middle School could aim to complete approximately two
hours per week. There will, of course, always be individuals who want to do more than is required.
Students' responsibilities

writing down details of home learning in school diaries;

recording due dates for tasks and major assignments in diaries;

planning home learning task completion – not leaving work to the last minute;

seeking assistance from teachers, parents/carers when difficulties arise;

showing home learning commitments and teachers' expectations to parents/carers;

submitting assigned work punctually; and

negotiating extensions if necessary with teachers.
Parents/Carers' responsibilities

encouraging students to take increasing responsibility for their learning and organisation;

providing a place for home learning and study;

observing and acknowledging success and asking about progress;

encouraging students to set aside time to read and complete home learning; and

checking if home learning has been set and recorded in the school diary.
Teachers' responsibilities

outlining the purpose of the home learning;

specifying assessment and expectations of the home learning activity;

setting varied, challenging and meaningful tasks related to class work and outcomes of the unit

and giving students enough time to complete home learning tasks.
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Big Sister Peer Support Program
All Grade 7 students at Ogilvie High School will be part of the Peer Support Program conducted by our
Grade 10 Big Sister Peer Support Leaders. The Peer Support Leaders hold one of the leadership
positions in Grade 10 and undertake a two day selection and training course. Each Grade 7 home group
will have 6 Peer Support Leaders attached to them and they will be an important element in the
transition from Primary School to High School as well as an ongoing support for all students in Grade 7.
Peer Support:

provides students with a supportive learning environment in which to develop the skills,
understandings, attitudes and strategies to make healthy life decisions

enhances peer connections throughout the school

develops and maintains positive relationships within the school community

develops skills in assertiveness, decision making, problem solving and leadership

develops key a sense of self, resilience, connectedness and a sense of possibility
The Peer Support Program empowers young people to support each other and contribute positively to
society. There are 4 modules which can be delivered during Peer Support Sessions. The first of these
modules will focus on the transition to High School.
The modules are:

Framework for Orientation - Transition

Facing our Challenges - Resilience

Behaving with Integrity - Values

Working through Conflict - Anti-bullying
The modules run for 40 minutes and are conducted over an 8 week period at different times during the
year. Grade 7 students create strong bonds between themselves and their Peer Support Leaders which
greatly assist in the transition and support at Ogilvie High School for our Grade 7 students. The Peer
Support Leaders are also involved with a range of specific Grade 7 programs such as Jump Rope for
Heart and Grade 7 excursions at the start of the year.
Young Carers’ Group
This is a support group for students who take significant care of a family member. The group
meets from time to time with a Support Teacher.
Chaplaincy
Hello from Anna and Naomi, your School Chaplains. The Chaplains are here to walk alongside you and
support you through your journey at Ogilvie High School. We get involved in lots of activities including
excursions, life skill programs, student empowerment and support networks. So you might see us in
your class working alongside your class room teacher, you might come to the 'Chap Room' for a
program or event, you see us on an excursion or you might even check in with us from time to time.
Life at Ogilvie is exciting, challenging and full of opportunities. We are here, along with your teachers
and your family, to help you make the most of your time at Ogilvie. Our hope is for you to have
positive and fulfilling memories of your time at Ogilvie High School and we are confident that given the
right environment and support, your dreams can flourish.
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Extra-curricula activities
Sport Program
Ogilvie High School has an extensive School Sport Program, including out-of-hours sport in a large
number of sports. The School has a designated ‘Sport Co-ordinator’ whose role is to administer sports
offered, co-ordinate teams, provide and maintain equipment and communicate with coaches, students
and parents about sport related matters. All sports are advertised on the daily News Sheet. Teams are
only entered into competitions if they are well supported with adult supervision in the form of coaches,
umpires and team managers. The School relies heavily on the support of parents and friends of the
School to fulfill these functions. Each Sport requires individual students to pay a fee as part of the team’s
registration fee.
SPORT
TERM
DAY AND TIME
VENUE(S)
Badminton
2&3
Friday after school
School Gymnasiums, including Ogilvie’s
Gym, South Hobart Badminton Centre
Hockey
2&3
School Grounds and Hockey Centre
Futsal
1, 3 & 4
Monday nights - SeniorsTuesday nights Juniors
Friday evenings
Grass
Volleyball
Netball
3&4
Monday after school
Ogilvie Gym and oval
1, 2 & 3
Monday or Thursday after school
Aurora Stadium
Orienteering
1&4
Wednesday and Thursday after school
Outdoor
Cricket
3&4
Wednesday after school
Orienteering venues around
Hobart
School Grounds / Council Grounds
Rowing
1, 3 & 4
Weekends + compulsory training after
school
Rowing venues around the State
Team Sailing
1&4
Tuesday or Wednesday after school
Sandy Bay Sailing Club
Touch Football
3&4
Monday or Wednesday after school
Wentworth Park
Underwater
Hockey
1&2
Monday evenings
Hobart Aquatic Centre
Volleyball
1&2
Monday after school
Moonah Sports Stadium
Water Polo
2&3
Friday evenings
Hobart Aquatic Centre
Fun Runs
All Year
Sundays
Various locations around Hobart
Softball
3&4
Thursdays or Wednesdays
Ogilvie & Softball Park
Burnie 10
2&3
Burnie
Horse Trials
1&2
October—SundayTraining for 3 months
prior to the Event EVERY WEEK
Two weekends in Term 1
13 | P a g e
Aurora Stadium and Moonah Stadium
Howden
Sport - Special Events
A number of special events occur throughout the year. The Sport Co-ordinator advertises these and if
there is sufficient interest, then usually the School is represented. These events include:
 Athletics Knockout
 Football Gala Day
 Fun Runs
 School Basketball Championships
 School Horse Trials
 School Surf League
 School Surfing and Body Boarding
 School Triathlon Challenge
 Volleyball Championships
 Badminton Championships
Sports Badge
The Sports Badge recognises student achievement in sport. It is offered at four levels, platinum, gold,
silver and bronze. Each level has a set of specific selection criteria that must be met for students to be
eligible. Students are required to nominate themselves using these criteria. Each nomination is
considered by the Selection Committee and presentations are made in Grade Assemblies and whole
School Assemblies.
Music
The Music program is divided into two areas; choral and instrumental.
Choral
These performance groups meet at lunch times, after school and sometimes in Home Group time.
Whilst the musical content changes according to the specific performance plans for each year, the
structure remains the same.
In Grade 7, each student entering Ogilvie will do Music, which includes instrumental and singing activities
as part of the Grade 7 curriculum. She may elect to audition for membership of the Junior Concert
Choir. In Grade 8, students may also audition for the Junior Concert Choir.
Both Grades 9 and 10 students may audition for the Senior Concert Choir.
Instrumental
In Grade 7, each girl entering Ogilvie has the opportunity to learn an instrument of her own choice.
Group tuition is extended to include Class Bands.
Each girl is invited to join the Grade 7 Band, and as her skill improves she may elect to participate in the
non-auditioned 7/8 Band. Advanced instrumental players may be invited to perform with the Symphonic
Band.
In Grade 8, Music is an optional subject and further opportunities are provided for instrumentalists
through the 7/8 Band, Rock Band, Percussion Ensemble and Guitar Ensemble.
In Grades 9 and 10, Music continues to be an optional subject. Further opportunities are provided for
our students through the Symphonic Band, Guitar Ensemble, Rock Band, Stage Band and Percussion
Ensemble.
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Timetable for extra-curricular Music 2015 (subject to change and demand)
MONDAY
TUESDAY
8.00—8.55
LUNCH
WEDNESDAY
THURSDAY
7/8 Band
Symphonic Band
Grade 7/8
Rock Band
Guitar
Choir
Grade 7 Band
Ensemble
Percussion
Stage Band
FRIDAY
Ensemble
3.30-5.00
Junior Concert
Choir
(3.30 - 4.45)
Symphonic Band
(3.30 - 4.45)
Senior Concert
Choir
(3.30 - 5.00)
7/8 Band
(3.00 - 4.15)
Competitions
Students are encouraged to participate in a wide variety of State and National competitions each year.
Some are subject based, while others involve students in creative and/or problem-solving exercises.
Each year Ogilvie offers students the opportunity to participate in these competitions:
The Mathematics Competition
The Science Competition
The English and Writing Competitions
The National History Challenge
Doodle for Google
The Spelling Competition
Frank MacDonald Prize
is run in
is run in
are run in
is run in
is run in
is run in
Middle and Senior School
"
"
"
"
Middle School only
Grade 9 only
Other subject based competitions such as the Tasmanian Mathematics Competition, the Science
Titration Competition for Senior School and the Maths Relays, etc. are entered as they occur during the
year. Students who would like alerts on these should subscribe to the "Events" list on the School
Intranet.
Public Speaking
Competitions are run by various organisations for students to prepare and deliver a speech, usually on a
set topic. There are two public speaking competitions which offer opportunities for Middle School
students. Rostrum’s Voice of Youth has a section for students under 15 years of age and Legacy also
runs a competition for this age group. Both of these are national competitions.
Eisteddfods
Students are encouraged to enter both the City of Clarence and City of Hobart Eisteddfods in Music
and Drama activities.
15 | P a g e
Debating
Debating is a formal argument carried out between two teams following certain procedures. The School
participates in the Inter-High Debating roster which runs between Easter and Term Three. A selection
process for teams begins early in Term One. Teams meet during the Home Group Sessions (and at
lunchtime) to prepare their cases. The competition for Grade 7 students is normally at 6.30 pm at
various school locations around Hobart. It is held every second Wednesday evening.
Tournament of Minds
A group of seven students form a team to solve a problem (Language and Literature, Social Sciences,
Applied Technologies or Mathematics and Engineering) over a six week period. It relies on skills in
creative and divergent thinking and in working co-operatively.
School participates in this activity each year. At secondary level, teams are made up of students from at
least two grades and must include at least two Grade 7 students. Preparation for this event is done out
of class time with teams choosing to meet at lunchtimes, after school and during some weekends as well
as during Home Group Sessions.
Future Problem Solving
A team challenge based on creating preferred futures. Students, in groups of four, research a futuristic
problem and suggest solutions. There is a structured process and some training of offered. There are
practice and qualifying problems before a national final. Grade 8 students are invited to participate.
MUNA (Model United Nations Assembly)
This event is held each year in Deloraine and enables young people to simulate the workings of the
United Nations Assembly by having teams of 3 students who represent a particular UN Country in
debates on matters of world political and social concern.
Young Archies Awards
This is an annual award event open to all students from all local schools that is modelled on the famous
Archibald Prize for portraiture. Prizewinners are announced at an official opening at the Arts School.
Other Activities
The School offers a range of other activities depending on the interest of the students. We have a
student exchange program with Meijiro Gakuen in Tokyo for senior students and offer host visits from
overseas students. We hold various social and sporting activities together with students from New
Town High School. There are regular school tours with both national and international destinations.
There are ongoing Drama, Dance and Music performances presented to peers, members of the public
and other schools. The School’s extra-curricular program offers many opportunities for students to
extend their range of interests and abilities.
Students need to be alert to notices about meetings for these activities if they wish to participate.
Contact with relevant staff is another way of ensuring participation.
16 | P a g e
House Program
The five House system was established in 1992, replacing a sports only six House system. The names of
the old Houses were used to name buildings in the School ensuring their place in the history of Ogilvie.
Dando House was established in 2001.
Two House Captains are elected by members of their House at the end of the year. Grade 10 students also
have the opportunity to take leadership roles in House events as Event Captains and their responsibility is to
assist the staff member in charge and their House Captain. House system has equal emphasis on sport,
cultural and academic pursuits, as well as participation. The House Activities are Picnic, Swimming, Drama,
Cross Country, Maths, Quiz, Singing, Writing, Dance, Visual Art, Athletics and Sport. Each year students who
have participated in over two thirds of House events receive a House Participation Certificate. House
colours are given to Grade 10 students who have had an excellent record of participation for four years.
House Names
The present names – Miller, Steane, Venn, Williams and Dando – were chosen as they represented
women who had made a significant contribution to Ogilvie during their time at the School and in some
cases as Old Scholars of the School.
Miller (Green)
Noreen Miller - Principal 1961 – 1972
Retired, Director of Personnel, Department of Education
Steane (Yellow)
Dorothy Steane - Old Scholar - Rhodes Scholar 1991
Venn (Blue)
Kath Venn - Old Scholar, former MLC, former Chairman of the Ogilvie Hostel Board,
member of Ogilvie Old Scholars’ Association
Williams (Red)
Keva Williams - First girl Head Prefect - Mrs Daymon, member Old Scholars’ Association
Dando (Purple)
Susan Dando - Old Scholar - Rhodes Scholar 1999
17 | P a g e
History of House Awards
HOUSE
SHIELD
YEAR
(winner on total
points)
1992
Venn
ACADEMIC PARTICIPATION
CUP
(From 2010)
ARTS CUP
SPORTS CUP
Venn
Venn
Steane
CHEERING
(from 2011)
1993
Venn
Venn
Venn
Steane
1994
Williams
Williams
Williams
Venn
1995
Williams
Williams
Williams
Venn
1996
Miller
Venn
Steane
Miller
1997
Miller
Miller
Venn
Miller
1998
Venn
Venn
Venn
Miller
1999
Miller
Miller
Steane
Williams
2000
Venn
Venn
Venn
Miller
2001
Venn
Venn
Steane
Miller
2002
Dando
Steane
Dando
Miller
2003
Miller
Williams
Steane
Miller
2004
Dando
Dando
Dando
Miller
2005
Dando
Dando
Dando
Miller
2006
Steane
Steane
Dando
Miller
2007
Miller
Miller
Miller
Miller
2008
Miller
Miller and Venn
Miller
Miller
2009
Venn
Venn
Miller and Venn
Venn
2010
Williams
Williams
Williams
Miller
Steane
2011
Steane
Venn
Dando
Miller
Steane
Williams
2012
Miller
Steane
Venn
Miller
Williams
Williams
2013
Miller
Dando
Miller
Miller
Steane
Venn
18 | P a g e
Ogilvie School Uniform
Ogilvie takes great pride in its standard of dress and personal presentation. The School has a
longstanding tradition of the wearing of a uniform. This is supported by the School Association and the
girls themselves. Our community strongly endorses the School Uniform Policy. This is done in the belief
that the wearing of correct uniform maintains and enhances the very positive image that the School
enjoys in the wider community and is important for the students in the development of respect for
themselves and the School.
Wearing the School uniform is an important part of the commitment students make to the Ogilvie
School community. The correct wearing of uniform is central to a girl’s personal presentation and gives
the girls a sense of pride in their appearance and engenders high expectations for behaviour and a
commitment to the school.
Other aspects of appearance that are appropriate to the school environment include:

Jewellery: permitted items of jewellery - a watch, a signet ring and one stud or sleeper in each
ear. Body piercing is discouraged and only clear studs should be worn to School.

Make-up: wearing makeup while in School uniform is actively discouraged.

Nail Polish: Clear varnish only is permitted.

Hair: A simple style of a natural colour should be adopted for School. Extremes of hairstyle,
including colour, cut or gel, are not acceptable.

Hats: As part of our Sun Smart Policy, students are strongly encouraged to wear a hat or 30+
sunscreen when outside during daylight-saving months.
General Uniform Guidelines:
Length of Skirt/Dress
The School requests that all girls wear skirts and dresses of an appropriate length. This is an important
aspect of uniform regulations and full parental co-operation is sought in this regard.
Sport/PE Uniform
Our School sport/PE uniform is an important part of Ogilvie High School’s high standard of dress and
personal presentation and should be worn in its accepted form. When a student has HPE or Dance they
may wear their full PE uniform to school on those days.
Girls are expected to change into sport/PE uniform for Physical Education lessons. For reasons of
personal hygiene it is inappropriate for them to wear sports t-shirts under ordinary School uniform
during the day.
The sport/PE uniform is not an alternative to the formal uniform, and students are required to wear
formal uniform on all other occasions.
Carrying School bags
We advise students to purchase the Ogilvie school bag, ensure that it is worn correctly using both
shoulder straps and the waist band and reduce the weight of the bag’s contents as much as possible.
Students should use their lockers to store bags and equipment during the day and only carry necessary
items to and from school.
19 | P a g e
Uniform Items
The Ogilvie Uniform consists of:









a dress of School material;
a School grey pinstripe pleated skirt;
a School white shirt (long or short-sleeved);
a School maroon v-neck jumper or cardigan;
the School blazer (recommended);
plain white ankle socks that sit at least 2cm above the shoe line;
70 denier black tights
standard black leather school shoes – no heels, platforms or patent leather; no ballet shoes
an Ogilvie High School backpack;
Sports Uniform
 School maroon rugby top with grey/white stripes;
 School maroon and white panel polo top;
 School maroon track pants and/or maroon shorts;
 School maroon shell jacket;
 Sport shoes;
 Maroon sports bag.
These items of uniform (with the exception of shoes) are available from the Uniform Shop, together
with some second-hand items. There is no defined period of time for the wearing of either the summer
or the winter uniform.
The following optional accessories are also available at the Uniform Shop:
 a maroon or white scarf
 maroon/white hair accessories
 a maroon umbrella
 maroon gloves
 Ogilvie lanyard
Uniform Shop Opening times:
Wednesdays 8.00am to 9.30am and Thursdays 3.00pm - 6.00pm.
School Levies, STAS, Lockers, Photos
School Levies
School levies form an essential proportion of school income and are payable each year. The levy has
been determined by school representatives and reflects the Department of Education’s School Levy
Policy. The 2015 school levy will be approximately $570. Ogilvie High School charges one consolidated
levy for each student, which helps fund and cover the cost of items such as stationery, excursions, text
book hire, and performances.
The school may make other charges for all students, including students eligible for student assistance.
These cover items such as the school magazine, the leaver’s dinner and other items outside of the
standard educational program. These items and charges are optional. Grade 8, 9 &10 students may
attract an optional subject fee.
Student Assistance (STAS)
20 | P a g e
If you are eligible to qualify for Student Assistance in respect of your daughter attending Ogilvie in 2015
and you are not currently approved, application forms are available from the School Office. Late
applications will only be accepted in exceptional circumstances. Recipients of STAS in 2014 who qualify
in 2015 do not need to reapply.
Lockers
All students will be issued with a locker on the first day near their Home Group room. It is the
responsibility of each student to secure her locker. A combination lock can be purchased from the
Uniform Shop. It is recommended that students use this facility as the School has a master key to these
locks for use in case the students forget their combination.
Photos
School photos will be taken during the first few weeks of term. Should you wish to purchase photos,
there are a range of packs available ranging from $20 to $40, payable to K&K School Photos Pty Ltd.
General Information
Lesson Times
8:40am
Warning Bell
8:45am - 8:55am
Home Group
9:00am - 10:40am
Period 1
10:40am - 11:05am
Recess
11:10am – 12:50am
Period 2
12:50pm – 1:35pm
Lunch
1:40pm – 3:20pm
Period 3
Term Dates 2015
Term 1
Wednesday 4 February to Thursday 2 April
Easter Break
Friday 3 April to Tuesday 7 April
Term 2
Monday 20 April to Friday 3 July
Term 3
Monday 20 July to Friday 25 September
Term 4
Monday 12 October to Thursday 17 December
Carnivals
Athletics Carnival
Cross Country
Swimming Carnival
21 | P a g e
Term One
Term Two
Term Four
Medical Information
Non-Prescribed Medication
Department of Education guidelines relating to the administration of medication, do not allow the
School to accept responsibility for the administration of non-prescribed oral medication (such as
analgesics and over-the-counter medication) to students during school hours. Fever, headache, earache,
toothache etc. are considered symptoms of conditions that may require further investigation by an
appropriate health practitioner. Consequently, school staff cannot administer paracetamol or analgesics
to students experiencing these symptoms even with written or verbal parent/carer consent.
Anyone who falls ill during the day should report to the Medical Room, which is staffed by a qualified
First Aid Officer. They will be provided with initial care until parents have been contacted to make
arrangements for collecting the student from school. We do not have the facilities or staff to care for ill
students for longer periods and students should not be sent to school if they are not well.
Students should not bring to school or keep in their bags, lockers or on their person, their own supply
of paracetamol or analgesics for incidental use or ‘just in case’ situations. Not only might a student be
putting herself at risk of masking a more serious illness through incidental self-medication, but also
unmarked or packeted medication that could be easily lost, shared or stolen, is a serious risk to others.
Consequently, should a student be prone to particular pain on a short term basis or in a regular pattern,
this should be managed in the same way as antibiotics and other short term medication administration is
managed currently by schools.This requires written advice from both a medical practitioner and a parent
or carer. In all these cases, medication must be placed in the hands of our First Aid Officer and not left
to the student to carry with her or administer on her own.
Whilst these guidelines may appear very restrictive and make it difficult, especially where students might
be prone to frequent short term pain such as period pain, the intent of the guidelines is to ensure the
safety of students and to ensure that any frequency of symptoms of headache or other pains are
checked by a relevant medical practitioner.
Prescribed Medication
Medication should be brought to school by the parent/carer, not the student. The school must be in
possession of an ‘Oral Medical Permission Form’. These forms are available from the First Aid Officer in
the Medical Room. Medication should be in the original container with the doctor’s/pharmacist’s written
instructions for the administration of the medication. Medication must be clearly labelled with the name
of child for whom it is prescribed and indicate the following:



specific times at which medication is to be taken;
quantity to be administered; and
the period/times for administration.
The School can only accept one week’s medication at any one time. Once received at school, a signed
receipt is given to the parent/carer. If medication is left at the end of a week, it must be collected by the
parent/carer (not the student).
Aerosol Sprays
Aerosol sprays are not permitted at school. Some students suffer from exposure to spray deodorants.
And for this reason aerosol sprays are banned completely. Please follow this rule to provide for the
safety and wellbeing of all our students.
22 | P a g e
School Procedures
The School has some basic routines and procedures that enable it to operate efficiently and in the best
interests of its community members.
Absence from School
Regular and punctual attendance is essential. When a student is absent, the school can be advised by
calling the dedicated Absence Line on 6228 8890 and leave a message at any time, as this service
operates 24 hours. You can also text an absence to 0417 968 541 or call our regular number 6228 8800
or email [email protected]
The School will send a text message to the family if a student is absent without explanation from Home
Group. If the absence is for more than one day, a phone call or note to the school office is essential.
After three days of unexplained absence the Home Group teacher will call home. The next step is the
School will send a formal letter asking for an explanation. A printout of student absences accompanies
formal reports. Students should endeavour to find out about any work they have missed if they are
absent.
Leaving During School Time
Students are not permitted to leave school during school hours without permission. If parents wish their
children to leave the grounds, written requests should be made to Home Group Teachers or an
Assistant Principal for countersigning. The Diary slips can be used for this purpose. This note is then
taken by the student to the Medical Room at recess or lunch time where a pass will be issued.
Late Arrival
Punctuality at all times is very important. Students should be at school by 8.40am. If they arrive after
Home Group time, students must report to the Medical Room. If late for any reason students are
required to present a brief note of explanation, i.e. a note in the school diary signed by a parent/carer.
Students will be issued with a ‘late slip’ which they take to their subject teacher. If lateness continues,
Home Group teachers will follow up with the family.
Illness
It is recommended that students not come to school if they are ill. If they become ill during the day they
are to advise their subject teacher who will direct them to the Rest Room where a staff member will be
able to contact their parents/carer to enable the student to be taken home. Students are not to text or
phone parents without the School being aware.
Lost Property
Students can enquire at the Medical Room for information about lost items, and check the list on the
news sheet each Monday. All items should be clearly named to assist with the lost property process. In
some circumstances it may be necessary for students to bring valuable items or large sums of money to
school. These items should not be left in lockers or bags and can be taken to the School Office for safe
keeping. The school accepts no responsibility for damage or loss if you have not followed these steps.
Incorrect Uniform
If a student is not wearing the correct uniform, a note should be brought from home stating the reason.
This should be shown to the Home Group teacher in the morning. Physical Education gear should only
be worn to school on days that a student has practical Physical Education classes. Please note that cold
weather and illness are not considered acceptable reasons to wear Physical Education uniform. Uniform
checks are conducted during Home Group by the Home Group Teacher. Consequences will be given to
students who are not wearing the correct uniform.
23 | P a g e
School Procedures
Cafeteria
The School cafeteria is located in the Lower Student Centre and is staffed by a Manager, paid staff, and
student assistants. Students should order their lunch before morning Home Group or at recess. The
focus of the Cafeteria is on healthy eating at reasonable prices.
Riding of Bikes
A bike rack is provided for student use. Helmets are compulsory and a lock must be used at the bike
rack to ensure the safety of the bike.
Making Phone Calls
Students should ask an Assistant Principal if they need to make a phone call. Messages can be left at the
Office and will be passed on to students. Parents are encouraged to contact the School for messages
rather than contacting students directly by mobile phone, particularly during class times.
School Diary
More information provided early in 2015.
School Bags
Students must use their Ogilvie High School bag to carry items and from school. Bags are to be stored
in lockers during lesson time (apart from Health and Physical Education and Dance/Drama). It is
recommended that students purchase a sports bag for carrying PE gear to school.
Drink Bottles
Students may carry plastic bottles of water to class.
Student Safety
Teachers on duty at the front of the school before school have reported some alarming incidents
involving students crossing the driveway and parents entering the school grounds in their vehicles.
Requests have been made for parents to drop their daughters off outside the school either on New
Town Road or St John’s Avenue; however, an unacceptable number of vehicles are still entering the
front gates at peak times in the morning.
The safety of our students is paramount so to avoid any injury it has become necessary to close the
gates at the front entrance to the school for a period each day.
The gates will be closed each morning from 8:10am - 9:00am.
Should it be necessary for a parent to deliver their daughter into the grounds for medical reasons,
arrangements can be made by contacting the Business Manager at the school on 6228 8800.
The rear entrance to the school at the top of Valentine Street remains an area of concern. Vehicle
accidents in this area have been reported recently so we urge parents to also please avoid using the
Valentine Street entrance.
Please help us to maintain a safe environment for our students.
24 | P a g e
ICT Resources Acceptable Use Agreement
Definitions
 ICT = information and communication technologies and includes but is not limited to the use of
computers, the school network, the Internet, email and Web services, digital/video cameras,
printers, scanners and removable storage devices, etc
 ICT Resources = ICT, Mobile Telephone and Student Owned Devices
 Mobile telephones = standard mobile telephones and smart phones such as iPhones and mobile
telephones that can access the internet, etc
 Student Owned Devices = any ICT device that a student owns and brings to school eg iPod,
Netbook or laptop, personal data assistants (PDAs), cameras, mobile / smart telephones, etc
 The Department = Department of Education Tasmania
When using ICT resources at school, students agree to:
 comply with State and Commonwealth laws at all times;
 use the ICT Resources at school for educational purposes;
 only use their own username and password to access ICT Resources
 use social networking sites for educational purposes and only as directed by teachers
 think about the use of content posted on the internet and not simply copy and paste information
from websites;
 not use any ICT resources or actions that will bring the school into disrepute
 use ICT resources in a safe and secure way:
o protect privacy rights and those of other students by not giving out personal details
including full names, telephone numbers, addresses and images;
o not send photographs or publish the full names to unknown people without permission ;
o always act with caution when communicating with unknown people using the school ICT
resources ;
Examples of unsafe actions:
 revealing your full name, address, phone number, etc. to an unknown person by
email or chat session;
 using a chat facility that is not supervised by your teacher
 placing your personal details on a web page;
 putting personal details in your email signature; and
 accepting offers to meet strangers who you have met via an electronic medium.

use ICT resources legally:
o abide by copyright requirements when using content on websites (ask permission to use
images, text, audio and video and cite references where necessary);
o not use the school computer facilities for illegal purposes:
Examples of illegal activity:
 copying software onto computers without permission by the copyright owner;
 sending threatening or profane electronic mail;
 copying digital art works, music or printed material without permission by the
copyright owner; and
 using the Web to distribute pornographic material.

use ICT resources responsibly:
o not deliberately enter or remain in any site that has obscene language or offensive content
(e.g. racist material or violent images);
o not tell other people your password;
25 | P a g e
Examples of irresponsible actions:
 leaving a computer logged on after departing the room;
 leaving personal information on a shared computer where others can use it;
 neglecting to back up important pieces of school work; and
 telling other people your password.

use ICT resources honestly:
o not interfere with computer or network security, the data of another user or attempt to
log into a computer or the network with a user name or password that is not your own;
o not use the school computer facilities for dishonest purposes.
Examples of dishonest activity:
 copying another person's work and submitting it as your own;
 claiming personal ownership of material that was developed by a group; and
 sending electronic mail using a faked e-mail address or someone else’s account.

use ICT so that you do not offend others:
o be courteous and use appropriate language when talking to and working with others online
and never participate in ‘hate mail’ or acts of harassment;
o not send, produce, show or search for things that might upset others.
Things which could upset others:
 spreading untrue rumours and gossip through e-mail or social media;
 publishing racist or sexist material; and
 downloading or displaying offensive pictures.

use ICT so you do not disrupt others:
o not attempt to download software, music, video or other large files without permission;
o not download unauthorised programs, including games, or run on school computers;
o not intentionally create congestion or disrupt the school ICT resources.
Things which could disrupt other users:
 breaking or damaging the computer equipment;
 spilling food or drink on computer equipment;
 creating and / or forwarding chain-mail;
 downloading large files from the Internet during school time;
 introducing viruses and malware into the system; and
 deleting or changing critical files, or the files of others.

students should report any hardware or software issues with school ICT resources to their
teacher and not try to fix things themselves.
ask my teacher for help if I find or receive information that I feel uncomfortable with or is
inappropriate.
Things which you could discuss with your teacher:
o I need help online;
o I feel that the welfare of other students at the school is being threatened;
o I come across sites which are not suitable for our school; and
o someone writes something I don’t like, or makes my friends and I feel uncomfortable or
asks me to provide information that I know is private.
advise my teacher or school Principal of any suspected technical security breach involving users
from within their school, other schools, or from outside the Department.


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When I use my mobile telephone, iPod or other personal mobile device I agree to:
 use it for learning purposes as directed by my teacher;
 act responsibly and not use the device to find, create or send information that might be harmful,
inappropriate or hurtful to me or anyone else; and
 respect others when I talk to and work with them online and never write or participate in online
bullying.
When using my mobile device as a telephone, I will:
 keep my telephone on silent during class times and only make or answer calls and messages outside
of learning sessions – except for specified learning purposes; and
 protect the privacy of others and never post private information about another person.
When using my mobile device as a camera I will:
 seek permission from individuals involved before taking photos, recording sound or videoing them
(including all staff);
 only take photos and record sound or video when it is part of a class or lesson;
 seek written permission from individuals involved before publishing or sending photos, recorded
sound or video to anyone else or to any online space; and
 seek teacher permission before uploading any content to websites (e.g. blogs).
Monitoring and management of ICT Resources including Student Owned Devices
All departmental ICT resources are the property of the Department, which reserves the right to monitor
the use of these ICT resources. This right extends to student owned devices connected to the
Department's school network. The monitoring may include reading the content of files and emails,
including personal files and emails, stored on departmental or student owned ICT resources. This also
includes any material that has either been run or deleted from any personal computer, laptop, Netbook or
mobile device and may involve the confiscation of the ICT resource for this purpose.
The Department has the lawful right to monitor your use of its ICT resources and may do so at any time
without notice.
The school may exercise its right to monitor the use of the school’s ICT resources to:
 ensure that the systems and networks are functioning properly;
 protect against unauthorised access; and to
 ensure compliance with the Rules for Responsible ICT Use.
The Department may exercise its right to monitor the use of resources to:
 ensure that the systems and networks are functioning properly;
 protect against unauthorised use and/or access; and
 ensure compliance with the principles and procedures of departmental ICT use, as described in this
Acceptable Use Agreement.
Waiver of Liability
The Department restricts access to some material available via the Internet, but does not accept
responsibility for any illegal, offensive, indecent or otherwise harmful material accessed on the Internet, nor
for any loss however arising from use of, or reliance on information obtained through its internet service
or in relation to the reliability or quality of that service. The Department does not accept responsibility for
any damage or loss to student owned devices brought to school or connected to the Department’s ICT
resources.
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Personal Information Protection Act
The Tasmanian Personal Information Protection Act 2004 sets standards for the way Tasmanian
government organisations, including government schools, collect and handle the personal information of
its clients and employees. One of the main objectives of the Act is to promote transparency so that the
individual is informed of the purpose for which their personal information is collected, used and
disclosed.
This information briefly describes how the Act applies in circumstances commonly encountered by
teachers. More detailed information on the Act and how it applies in schools is available at the web site
below. The department has a Personal Information Protection Policy that explains to clients how we
manage personal information. It is available at: http://www.education.tas.gov.au/dept/legislation/pip/policy
A copy of the policy can also be obtained from the School Office.
What is personal information?
Personal information is recorded information that readily identifies an individual, such as name, address,
date of birth, photograph.
Collection of personal information by forms
Schools collect extensive personal information about students and parents, some of which is termed
‘sensitive’ by the Act, e.g. health information. Any form that collects personal information must carry a
statement that informs the individual why information is being collected, any law that requires its
collection, other organisations that information may be disclosed to and the individual’s right to access
the information the department holds about them. Centrally-developed forms such as the enrolment
form and the outdoor education consent and medical form have been amended to carry this statement,
but all school-developed forms should also include the statement.
Use and disclosure of personal information
Personal information can be used and disclosed only for the purpose for which it was collected, or a
related purpose the person would reasonably expect. Some important interests, such as protecting
health and safety, welfare, or prevention and investigation of crimes can justify use and disclosure
without consent. Otherwise, consent should be sought for any other use or disclosure. The personal
information statement for forms has been drafted to cover the range of educational and duty of care
purposes for which the department uses and discloses personal information.
Use of personal information covers use within the Department, for example, the provision of
information by a school to the Office for Educational Review. Disclosure of personal information is
the provision of personal information to another agency, authority or council, external organisation or
person. For example, a disclosure that is compliant with the Act would be where a student’s health
information is provided to a doctor in an emergency. This is because the disclosure protects health and
safety, and also the form that collects health information informs the individual that this is why the
information is being collected. An example of a disclosure that would breach the Act is where a parent
is provided with a list of the soccer team members’ home phone numbers so that a transport roster can
be organised. In this circumstance, the individuals would need to give consent for the list to be compiled.
Access and correction
Individuals have a right to seek access to their own personal information and to seek corrections if
necessary in accordance with the Freedom of Information Act 1991. Most requests can be handled
within the school without the individual needing to make a formal Freedom of Information request.
More information is available at: http://www.education.tas.gov.au/dept/legislation/foi
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Buses
Due to the fact that the student population at Ogilvie High School is geographically diverse, a
sophisticated bus system exists to transport the girls to and from their homes. These bus routes involve
the Metro (both school and public buses) and private operators who mainly service country areas.
All students who use the Metro buses will need a Green Pass. For further details see:
www.metrotas.com.au Outlined below is a general guide to the bus arrangements which, of course,
change from time to time.
Morning to School
7.23 am
Camelot Park/Rosny Park/Eastlands. Route 277.
7.48 am
Leaves Racecourse, Goodwood Rd, Brooker Ave, Renfrew Circle, Barrow Ave, Howard,
Gepp Pde, Lutana route, Risdon Rd. Route 315.
8.00 am
Mt Stuart Rd, Dale Cres, Raymond Tce, Byard St, Gordon Ave, Salier Cres, Doyle Ave,
Pottery Rd, Ruth Dr, Susan Pde, Athleen Ave, to Lenah Valley Terminus, Girrabong Rd,
Augusta Rd, Giblin St, Forster St, Main Road. Route 235.
8.20 am
Mellifont St, Arthur St, Burnett St, Elizabeth St, Main Rd. Route 3.
Regular services from the city from 8.00am on, which stop at the School entrance (e.g..10am-XI)
Afternoon from School: at Front of School (New Town Road)
3.40 pm
CITY Express (opposite School near Tower Rd). Route 314.
3.42 pm
CITY Express (opposite School near Carolside). Route 100 continues to 292 (Seven Mile
Beach)
3.50 pm
CITY all stops (cross at lights – first stop on the left). Route 390.
3.31 pm
LUTANA and GOODWOOD (up from lights past bus shelter Stop 19). Route 315.
3.40 pm
LENAH VALLEY, MT STUART, WEST HOBART including Newdegate St, Hill St,
Lansdowne Cres, Cavell St, Goulburn St, Barrack St (up from lights to Bromby St). Route
312.
3.35 pm
GLENORCHY INTERCHANGE then Chigwell via Rosetta (front gate – first stop on the
right). Route 236.
3.45 pm
ROSNY/EASTLANDS/CAMELOT PARK (Cross at lights – first stop on the left). Route
277.
Afternoon from School: at New Town Primary School (Forster St)
3.35 pm
SPRINGFIELD then LEONARD AVE to GLENORCHY interchange. Route 225.
3.53 pm
TEN MILE HILL via Main Rd CLAREMONT and ABBOTSFIELD. Route 313.
3.35 pm
KINGSTON
For further details regarding buses parents should contact the School or the Metro and the private
operators listed.
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Buses
Kingston, Margate and Sandfly (Goodluck – Phone: 6267 2621)
pm
Front of School Hobart College
} Margate via Kingston
} Sandfly via Kingston
Huonville (Roberts – Phone: 6264 1174)
pm
Opposite School
New Norfolk (O'Driscoll – Phone: 6249 8880)
pm
via Boyer Road front of School
pm
via Molesworth front of School
Brighton (Cresswells – Phone: 6234 1818)
pm
Front of School
Bothwell (Metro)
pm
Front of School
Swansea via Richmond (Tassielink Coaches – Phone: 1300 300 520 or 6230 8900)
pm
Opposite School.
Port Arthur, Sorell (Tassielink Coaches – Phone: 1300 300 520 or 6230 8900)
pm
Hobart Coaches Office
Dunalley, Sorell (Redline – Phone: 6214 7333)
pm
City – Collins Street behind Royal Hobart Hospital
Richmond (Private service)
pm
City – Collins Street behind Royal Hobart Hospital
Dodges Ferry (City to Surf – Phone: 6265 9169)
pm
Up from lights to Bromby Street
For further details regarding buses parents should contact the School or the Metro and the private
operators listed.
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Reflections about Ogilvie
I love Ogilvie’s huge subject choices,
our new student centre and Ozone!
All the teachers are really nice and friendly
and the facilities are great!
There are so many opportunities at Ogilvie
We are really happy with our daughter’s
learning program at OHS – (parents)
My favourite House activity is the picnic getting dressed up is fun! (student)
I really enjoy working in such a supportive school
(teacher)
I learn new things every day! (student)
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