Department of Education Learners First
Department of Education - Learners First
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General Information

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Our values are central to how we work together as a school community. At the beginning of the school year reinforcing our values is a key focus for us. Our values are displayed around the school and we encourage you to discuss these with us. By keeping our values at the forefront of the way we work with students, the Riverside High values are embedded across the school. These values are demonstrated on a daily basis by our students in their behaviour, attitudes and interactions. Our aim is that you would see these values reflected in the way we work with and support your young people and also in our interactions with you and the wider community.

Our values are:


  • We value treating everyone, our equipment, buildings and grounds in our school community with respect and care.


  • We value building and maintaining positive and respectful relationships with each other.


  • We support and encourage everyone to aspire to personal excellence.


  • We value everyone’s personal safety.


  • We value everyone being treated fairly by all students and adults in the school community.

Our values are at the heart of everything we do at Riverside High School. They are about how we expect everyone to behave. We expect everyone at Riverside High School will ‘live’ our school values every day.


We really value the importance of consistent and regular attendance and have high expectations for our students in this area. We understand that adolescence is a challenging stage and that there are times when teenagers seek independence and think they know best. No matter how hard parents try, some students experience times when they can be reluctant or refuse to go to school. We know that attendance patterns are established very early in the year and that is why we have a strong emphasis on working with you to address any attendance concerns at the start of the year.

When students attend school on a regular basis:

  • They are more successful with their learning
  • They have happier and healthier friendships
  • Their outlook on life is happier and more positive.

We know that:

  • High achievement is linked to high attendance
  • Essentially, being at school leads to succeeding at school.

What You Can Do

  • Talk about the importance of showing up to school every day, make that the expectation. Regular attendance sets up good behaviours for regular attendance at work.
  • Help your teenager maintain daily routines such as finishing homework and getting a good night’s sleep. On average, teenagers need 8-9 hours’ sleep to be healthy and alert. You may also need to monitor their use of the Internet, mobile phone and TV at night to ensure they are not staying up too late or being disturbed while sleeping.
  • Try not to schedule hair, dental or medical appointments during school hours.
  • Schedule family trips for school holidays, rather than during term time.
  • Don’t let your teenager stay home unless genuinely sick. Complaints of headaches or stomach aches may be signs of anxiety.
  • Monitor your teenager’s attendance and school performance. A regular check in by phone or email is a good idea. If you have concerns about your child’s attendance, please contact us through the Home Group Teacher, Grade Leader, Assistant Principal, the Social Worker or the Principal.


Term dates for students in 2017 are:

Term 1

Monday,06 February


to Thursday, 13 April  (Staff)

to Wednesday, 12 April  (All Grades)

Term 2 Monday, 01 May to Friday, 07 July
Term 3

Monday, 24 July

Tuesday, 25 July

to Friday, 29 September (Staff)

to Friday, 29 September (All Grades)

Term 4 Monday, 16 October to Thursday, 21 December
Easter Break Friday, 14 April to Tuesday, 18 April


Home Group

8:45 am


9:00 am

Period 1

9:05 am


9:50 am

Period 2

9:50 am


10:40 am


10:40 am


11:00 am

Period 3

11:05 am


11:50 am

Period 4

11:50 am


12:40 pm


12:40 pm


1:25 pm

Period 5

1:30 pm


2:20 pm

Period 6

2:20 pm


3:10 pm


1 Purchase of Stationery

 Stationery may be purchased from the stationery counter in the Administration Block from 8:00 – 8:45 am, and at recess and lunch times, but not during class time.

2 Late Arrivals or Early Departures

For attendance register regulations students are required to sign a book kept at the stationery counter if they arrive late or have to leave school early for any reason.

In either case, a note written by a parent or carer is required, and a Leave Pass (obtainable at stationery counter) must be filled in and signed by an Assistant Principal.

If LATE students must sign the late book. If the student has a signed note from a parent/carer then our Admin staff can authorise it.

When LEAVING our school for an appointment students must have a green leave form which has been signed by an Assistant Principal or Principal.  The Leave Pass is usually completed before school and must be left on the spike at time of leaving.  The Leave Book should also be signed at the time of departure.   Students who sign out for appointments should sign back in on their return, also in the Leave Book.

 When leaving our school due to illness students must have a blue leave form which has been signed by our First Aid Officer and the Leave Book must be filled out.

3 Storage of Valuable items.

Large sums of money or valuable items of personal property will be cared for in the office.

4 Book Sales, Levy payments & Uniform Shop Sales



Effective communication between our school and the student’s parent/carer is important in achieving successful education outcomes for each student.

As part of this communication process there are responsibilities for both our school and families.

  1. Our school is required to inform parents of all matters related to school policy and organisation. The School Association provides the forum for parents to have input and to approve policy changes.  Some of this information is contained on our website, and also in our Pendulum along with notices issued from our school, as appropriate.
  2. Parent/carers are required to inform our school of the duration and cause of any student absence or lateness.  The Administration Office is available from 8:00am – 4:30pm for assistance and messages can also be left on the School’s Phone Answering Service.  Parent/carers are also required to inform our school of any medical condition or medication of their child which may affect the student’s safety, behaviour or performance.  If a student needs regular medication, a medical form (available from the office) must be completed.

There are a number of modes of effective communication:

  1. Parent newsletter:   Pendulum - our school newsletter, is available each Friday and accessed via the Schoolzine App, available on our school website or sent home via email. A small number of copies will be available from the Main Office for those families not able to access Schoolzine.
  2. SCHOOLZINE INFORMATION Our school has our own Schoolzine App to help us communicate more effectively with our parent/student community. The app is available for Apple, Android and Windows smartphones and tablets. We are asking parents/students to install our Schoolzine School App. To install, search for the name “Riverside High School” in the Apple Store, Windows Store or Google Play store. The app will include current and archived copies of the newsletter, school calendar, updates and alerts about school activities and excursions which can be managed by the individual and the school. Our aim is to reduce the amount of paper being used and allow information to be readily accessible via our mobile devices. (see further down for installation process).
  3. School Planner:     Each student is required to purchase our annual School Planner.  It is suggested that parents peruse the Planner as it contains information that will be interesting/useful for parents as well as students, and contains a section for their use.
  4. Home Group:    Every student is a member of a grade-based home group.  The teacher in charge of that group, the Home Group Teacher, is the parent’s/carer’s first point of contact with our school and can be contacted through our school office or via email or a note in the Planner.
  5. Other members of staff:    Admin Staff, Subject Teachers, Grade Leaders, ASTs on the Grade, School Nurse, School Chaplain, School Psychologist, Social Worker, Assistant Principals, or the Principal may be contacted by phone, letter or email depending on the nature of the concern or the information required. Please note that between 8:45am and 3:10pm the teaching staff are involved with the learning program.   Appointments may be made by contacting our Admin Staff.
  6. Contact by teachers:   Where there is a matter of concern, teachers may contact home by phone, email or letter.  The purpose of such contact is to inform parent/carers of matters concerning their child’s progress and welfare and to seek parental support in resolving issues and helping the child.
  7. Messages for students:   Our school is large and complex and staff are always busy.  It is only possible to pass on urgent messages to students.  We ask that appointments and other family arrangements be made before students leave for school.
  8. Annual school magazine:   Panta Rei is produced and distributed to students in December.   This publication provides a special record of significant events and school programs.
  9. Parent/teacher evenings:    An informal ‘meet-the-teacher’ session will be held one evening early in the year for parents of Grade Sevens and more formal sessions will be scheduled following the issuing of reports in Terms 1 and mid-year, however, please do not hesitate to contact teachers when you have a query. There is no need to wait for the formal parent/teacher evenings.
  10. Parent information evenings:  These are held at various times throughout the year and focus on issues such as Grade Seven transition, option choices and policy reviews.
  11. Report on student progress:   Our school has a comprehensive reporting program.    Reports are issued three times each year.   The Term 1 report, issued around Easter, gives a general indication of the student’s start to the academic year, while the Mid-Year reports provide a more detailed assessment. The Parent/Teacher interviews follow Term 1 and Mid-Year reports.  The Term 4 report provides a summary of achievement for the year.  Actual dates for issuing of reports will be published in our school  newsletter Pendulum.

collage of key words that are associated with the school

An infographic on how to install the Schoolzine app on your device


Our Mission (Purpose):

At Riverside High School we prepare all individuals to be connected and productive citizens in our world and empower them to contribute positively to the lives of others. We will build purposeful and mutually respectful relationships and provide safe, supportive and stimulating learning environments that develop students’ passions, talents, creativity and encourage personal excellence.


Our values are:


Our values are at the heart of everything we do at Riverside High School.  They are about how we expect everyone to behave.  We expect everyone at Riverside High School will ‘live’ our school values every day.

Our school values guide the decisions and behaviour we believe are essential to successful learning and achieving personal excellence. 


Riverside High School is a restorative community.   Our priority is to address issues, resolve problems and restore relationships.   We work together to help students build skills which enable them to enjoy positive relationships with fellow students and adults in our school community.   Sometimes things go wrong and when they do we do our best to solve the problem and fix the relationship by asking the following questions:

Person responsible for harm

What is happening?

What are you thinking about?

Who is being affected by your actions?

How do you think they are being affected?

What do you need to put things right?

How are we going to stop this from happening again?

Person Affected

What did you think when you realized what had happened?

What impact has this incident had on you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?


Respectful Schools is a school-wide approach to developing and maintaining a supportive school community. This includes our approach to behavior management that focuses on building a safe and positive environment in which all students can learn.


At Riverside High School the community supports, acknowledges and celebrates positive student behaviour and achievement in a number of ways.

Classroom Teachers

  • displaying students’ work
  • publishing students’ work eg in Pendulum
  • notes to parents in the diary
  • personal praise
  • positive cards

Home Group Teachers

  • phone call / email home
  • opportunities to demonstrate responsibility/abilities

Grade Leaders

  • recognition in assemblies & celebratory morning tea's eg merit/academic awards
  • personal praise
  • personal contact with parents
  • acknowledging the upholding of our school values and a growth mindset through the Riverside Rippers in the ‘Pendulum’

Principal/Assistant Principal

  • recognition – letters, certificates, assemblies/Pendulum
  • school reference
  • personal contact with parents
  • personal praise



                Riverside High School’s Respectful Schools approach is based on the expectation that everyone in our school community will uphold our school values:  Respect, Relationships, Achievement, Safety and Fairness and behave in a manner that ensures positive learning outcomes for all individuals.

            In order to prevent inappropriate behaviour the following specific strategies are encouraged:

Classroom Teachers

  • provide support and opportunities to enhance all students emotional and social learning
  • negotiate class expectations
  • get to know students as individuals and their strengths/weaknesses
  • provide varied and interesting learning opportunities
  • develop individual plans for specific students
  • provide regular feedback to students with respect to their progress

Home Group Teacher/Grade Leader/AST

  • take care with grouping students
  • offer specific courses/activities eg alternative programs for students or professional learning for staff
  • initiate daily report
  • case conferencing

Principal/Assistant Principal/Support Staff

  • appropriate support / professional learning for staff in Respectful Schools including behaviour management
  • restating expectations and raising issues through staff meetings, assemblies, Pendulum, School Association
  • developing Individual Educational Programs



Some inappropriate behaviours are relatively minor but repetition may result in responses of increasing severity. Other behaviours are totally unacceptable and may warrant immediate response at a high level.


We expect all students to:

  • give their very best at all times
  • do as they are asked by staff
  • always use respectful language
  • wear their full school uniform at all times - (please see the information on uniform included in this website)
  • arrive at school and in class on time
  • follow their timetable
  • remain in class during lessons unless given permission to leave by their teacher
  • have their planner signed by their teacher before they leave the classroom and carry it with them while they are away from their class
  • bring the necessary equipment to class, including pens, books etc
  • work neatly in their books – no graffiti
  • complete set work including homework by the due date

Please Note:

  • excessive jewellery and makeup is not appropriate to wear to school
  • hats, spray-jackets, coats etc. are not to be worn in class



Our School Association is a policy-making body which is representative of the total Riverside High School community.   It is an elected group of parents, teachers, students and community members.

The School Association generally meets once a month on Mondays at 7.30 pm. Please refer to the school calendar published on the Pendulum or the School App to confirm meeting dates.

The School Association is referred to in legislation. Schools are required to have one and it is responsible for approving the school’s budget, Strategic Plan and ratifying policies. It is a forum for discussing important educational matters and provides high level advice to the Principal on general directions the school should take. Currently the school’s uniform shop is run by the School Association.

If you have a matter that you would like discussed at a School Association meeting, please contact either the School Association Chair or the Principal to ensure that there is foreword notice of the item and that it can be placed on the agenda.

The School Association looks for some new members each year. The Annual General Meeting is conducted in late March/early April. This will be communicated through the Pendulum and nominations will be called. Please consider joining the association as this is an important means for parents to have a voice in our school and we welcome your input and involvement so that we maintain a strong, viable and representative association.

An image of the school courtyard

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Currently our school offers a curriculum based on both the traditional subject disciplines within the Tasmanian Curriculum and the Australian Curriculum.  Grade 7 students follow a common course.  The aim of the course is to introduce students to the wide range of subjects available.  Grade 7s will also have two lessons of Team Time when they will participate in programs such as Peer Support.





Health & PE

Humanities – English, History, Geography


Design Technologies



Visual Arts, Music, Drama





Grade 8 students follow a similar pattern, but there is an element of choice built in, and some subjects are no longer compulsory.




Health & PE

Humanities – English, History, Geography

Team Time




3 full year options


2 half year options


Line 1

Terms 1 & 2


Line 2

Terms 3 & 4


Line 3





Arts:  Drama

Active Girls

Arts:  Music

Arts:  Dance

Arts:  Visual Arts

Arts:  Music

Creative Writing

Arts:  Musical Theatre

Design Tech:  Adventures in Science and Technology

Arts:  Visual Arts

Design Tech:  Applied Design

Business Computing

Design Tech:  Design Graphics and 3D Modelling

Design Tech:  Adventures in Science and Technology

Design Tech:  Foods

Design Tech:  Café Style Foods

Design Tech:  Textile Design

Design Tech:  Design for Adventure

Digital Tech:  Computing

Design Tech:  Fast Food and Fun Fashion

Languages:  French

Design Tech:  Metalwork


Design Tech:  Woodwork


Games & Sport


Languages:  Mandarin


Maths Extension


Maths Tutorial





In Grades 9 and 10 students continue with basic subjects and each year choose two additional full-year courses and two half-year courses, as well as two Wednesday afternoon courses.




Health & PE


SOSE–History, Geography

Team Time




2 full year options


2 half year options


2 short courses


Line 1

Terms 1 & 2

Terms 1 & 4


Line 2

Terms 3 & 4

Terms 2 & 3


Grades 9 and 10


Full Year  (100 hours)

(Choose 2)

Half Year (50 hours)

(Choose 2)

Wed afternoon (25

hours (Choose 2)

Arts:  Dance

Arts:  Drama

Arts:  Music

Arts:  Visual Arts

Business and Enterprise

Creative Writing

Design & Tech:  Automotive/Metal

Design & Tech:  Computer Graphics

Design & Tech:  Fashion Design

Design & Tech:  Foods

Design & Tech:  Foods – Design & Enterprise

Design & Tech:  Wood

Digital Technologies:  Computing

English Extended

Flexible Inquiry

HPE:  Sport Science (Grade 9)

HPE:  Sport Science (Grade 10)

Languages:  French

Maths:  Maths Extended (Gr 9)

Maths:  Maths Methods Prep  (Gr 10)

Science Investigations


Arts:  Audio Design

Arts:  Media

Arts:  Music Performance

Arts:  SK8 Paint

Arts:  Visual Arts

Choose Your Own Tech Adventure

Design Tech:  Decorative Accessories

Design & Tech:  Foods

Design & Tech:  Housing Design

Design & Tech:  Metalwork

Design & Tech:  Wood

Digital Tech:  Computer Graphics & Design

Digital Tech:  Making Computer Games

Flexible Inquiry

Forensic Science

HPE:  Athlete Development

HPE:  First Aid

HPE:  Fitness Applied

HPE:  Weight Training

Maths Flex

Sociology & Psychology



Arts:  Drawing

Arts:  Music

Arts:  Musical Theatre & Production (Terms 1&4 only)


Arts:  Theatre Performance & Production (Terms 2&3 only)


Digital Art & Graphic Design

Engineering Connections

Flexible Inquiry

HPE:  Sport & Recreation

HPE:  Sports Education (Terms 1&4 only)

HPE:  Striking Sports

Making Computer Games

Maths Flex

Pattern Fashion

Popular Culture

Short Film Making

Tempting Treats



Winter Sport: (Term 2&3 only)

Aust Rules Football (Boys)

Hockey (Combined)

Netball (Girls)

Soccer Outdoor (Combined)






The transition to high school is a critical and exciting time in students’ learning and development. We look forward to welcoming Grade 6 students and their families into our school community. We seek to develop a strong working relationship with our families and collaborate with them to provide our new students the best possible support.

We understand that students can be somewhat apprehensive about their transition to high school and hence developed a range of activities and strategies in order to enable Grade 6 students to feel confident and supported during this key period of their education. Here is an indication of some of the key events which are featured in our transition program:

  • The Transition Co-ordinator conducts visits to our associated primary schools (Riverside Primary, Trevally Primary and West Launceston Primary) in order to obtain important student information and to collaborate with key staff members to develop a program which will best meet students’ needs.
  • Our Grade 9 Transition Mentors attend training sessions in order to enhance their capacity to support the Grade 6 students. These Transition Mentors visit each of the primary schools where they are paired up with a Grade 6 Buddy and become a key source of support, care and assistance.
  • The following year’s Grade 7 Leader visits our associated primary schools as a means by which to meet the Grade 6 students and present important information regarding Riverside High. During this visit, Grade 6 students are provide with a folder containing our Parent Information Handbook as well as key forms and documentation.
  • Grade 6 students visit Riverside High School. During this visit they forge a stronger bond with their Grade 9 Transition Mentors, enjoy a tour of our school and become familiar with key information such as the location of classrooms, the reading of our timetable and the use of lockers.
  • The incoming Grade 7 Leader conducts another visit to each of our associated primary schools to spend time with Grade 6 students in their classroom and further develop a strong working relationship with these students.
  • Grade 6 spend an entire Orientation Day at Riverside High during which they meet the teachers and Grade 6 students from other schools, engage in critical team building and co-operative activities, further familiarise themselves with the layout of our school and our routines and enjoy sample lessons from a range of different learning areas.
  • A parent information evening session is also held at our school and we strongly urge our new families to attend this event in order to begin the process of developing a strong working relationship with us. This evening also allows families to provide us with key student information which will assist us to better support our new students and pose questions requiring clarification.

Our transition program also seeks to cater for the needs of Grade 6 students who attend primary schools other than those mentioned above and we provide opportunities for these students to visit Riverside High, be supported by a Transition Mentor and attend our Grade 6 Orientation Day and Parent Information Session.

We really look forward to collaborating with families to provide our Grade 6 students with the best possible support. Please remember that we welcome direct communication so feel free to contact Susan Matkovich if questions exist regarding the Grade 6 to 7 Transition Program. If you have questions regarding the enrolment process please contact our Administration Office.


Health & Physical Education links theory tasks and physical activities to contribute to the Health and wellbeing of each student.  Our aim is for students to develop the skills, knowledge and understanding which will enable them to become confident and competent lifelong participants in the areas of physical activity, sport and/or recreation.  We take a holistic approach to students’ wellbeing and foster their development as safe and active citizens.  Students are supported to acquire resilience, confidence and empathy and to challenge existing assumptions and stereotypes.  An emphasis is placed upon providing a safe and supportive learning environment in which all students are encouraged to accept challenges and step outside their comfort zone in order to achieve personal fulfilment and success.


All students are expected to bring the following items to each Health & Physical Education lesson:

  1. Change of clothing, tracksuit pants, shorts, socks, t-shirt (we encourage the wearing of our school t-shirt), jumper or school rugby top
  2. Medication if necessary, such as asthma puffers
  3. Running shoes - non-marking if possible
  4. Health & Physical Education exercise book and writing material to all Health & Physical Education lessons
  5. Suitable hat and drink bottle
  6. And most importantly a positive attitude


If students are injured or ill then a note needs to be written in their Student Planner to explain the reason.  Students should still be encouraged to bring along a change of gear as alternative programs can be tailored to meet individual needs.



As our school participates in the NHSSA rosters, students have the choice to play in a sport, if available.  Students have more options during Grade 9 and 10, however during Grade 7 and 8 sports available are:  Basketball, Netball and Cricket.  Sport options for Grade 9 and 10 include:  Football, Soccer, Hockey, Netball, Basketball and Cricket.



Riverside High School has a strong tradition when participating in inter-house carnivals.  Students represent one of the four houses, Kingsford-Smith, Monash, Forest and Lawson.  Our swimming, cross country and athletics carnivals have healthy competitive spirit and students always represent their house displaying a positive attitude, team spirit and trying their best.  Students who display excellence in our carnivals are then given the opportunity to represent our school in the NHSSA Inter-High Carnivals.


Grade 7 & 8

Students that wish to play sport in teams representing Riverside High School will be required to pay a $30.00 registration fee for each competition that they participate in.

Grade 9 & 10

Payment for Wednesday afternoon NHSSA Sport and bus levy is paid in full at the beginning of the year during Book-sales and/or before the Easter Period.


The community of Riverside High School supports homework as an important factor contributing to students’ academic progress.   A homework program will be most effective if there is responsibility and co-operation on the part of students, teachers and parent/carer.


Homework is an integral part of the learning program of Riverside High School because it:

  • assists the development of the student’s independence as a learner
  • enables the students to develop personal management skills, efficient study habits, organisational and time-management skills
  • provides extra time for students to consolidate and extend their learning
  • develops self-discipline
  • enables parent/carer to support their child’s learning
  • serves as preparation for education and life after Grade 10

Examples of homework activities include:

  • Assignments including research, note-taking and summarising
  • Set practice (e.g. in Mathematics)
  • Revision
  • Reading, including newspapers, novels, non-fiction material
  • Reading to sibling or grandparent etc
  • Watching films or television programs which extend classroom learning, eg news, current affairs, documentaries, certain feature films
  • Family discussions on social issues etc
  • Carrying out tasks related to daily living and home maintenance
  • Activities with parental guidance which foster independence and develop self-confidence
  • Physical activities eg swimming, bushwalking
  • Making telephone calls to obtain information or to organise family activities
  • Writing letters, emails or blogs to friends or family members


  • Homework of less than fifteen minutes duration may be set for any subject on any night, preferably allowing two nights for completion
  • Homework of greater than fifteen minutes duration may be set for any subject on any night, but students will be given an extended period for completion
  • The total amount of homework set for any subject in a week should not exceed ninety minutes
  • Students should be encouraged to read as widely as possible at times when homework has been completed
  • Overall, students should aim to balance family, sporting, cultural, working and academic commitments.




to establish and communicate Homework Policy to parents



teachers in charge of subjects to oversee major assignments, publish general guidelines and review subject policy.



Home Group teachers and Grade Leaders to oversee demands on students by checking and signing planners.



to record all homework in planner.



to complete all homework on time



to seek extra assistance with work if necessary



to request an extension if difficult circumstances arise, eg illness, family commitments



to ensure that the homework requirements for their classes are reasonable, and clearly communicated to parents and students



to assist students with the development of time management and study skills



to maintain a consistent approach towards the need for homework deadlines, while allowing some flexibility based on individual student needs (see below)



to assess and return homework assignments within a reasonable  timespan



to familiarise themselves with school policy and subject requirements



to help their child organise time



to support their child in doing homework and encourage them to seek help



when necessary



to help their child determine which activities should be done


  • All homework should be recorded in the student’s planner
  • Parent/carers are asked to assist and support this policy by signing the planner weekly
  • Notes between home and school regarding difficulties, requests for extensions etc should be entered in the planner and brought to the attention of the appropriate teacher


  • Homework not written in planner - please contact the class teacher
  • Too much or too little - please contact class teacher, subject teacher or teacher in charge of the subject
  • General Concerns - please contact either the Grade Leader, Senior Teacher or Assistant Principal associated with the Grade


HOMEWORK NOT COMPLETED (by the due date)

  • Staff concerns about ongoing minor homework issues or major assessable assignments will be communicated to parents by telephone, email or letter
  • If a student is unable to submit work on time and has a legitimate reason, a reasonable extension period for major assignments will be negotiated between teacher, student and parent/carer, provided a parental request has been received before the day the work is due
  • If work is not passed in by the due date, teachers will be instructed to assess the work but the maximum rating given may be ‘satisfactory’. Students will be given an indication of the rating they would have received had the work been passed in on time. Students may also be marked down for organisational skills
  • Detentions may be imposed for consistent refusal to complete reasonable homework tasks



  • Away from the television and other distractions
  • A well-lit and ventilated environment
  • Good seating at a table or desk
Collage of art students painting various objects and environments

Collage of students completing various tasks within the classroom

Collage of students playing musical instruments

Collage of students at a swimming carnival


An infographic pointing out the benefits of bringing your own technology

In an effort to increase access to 21st Century Learning, Riverside High School allows personal BYO devices on our guest network and school grounds for students who follow the responsibilities stated in the Acceptable Use Policy and the guidelines regarding BYOD. We strive to provide appropriate and adequate technology to support instructional purposes. The use of personal devices by students is preferred and students will increasingly find that using their own device will lead to better learning outcomes. Students must understand that acceptable use of technology during class is advantageous for learning. We also provide explicit teaching and learning for students to become responsible digital global citizens, this will include a focus on cyber-safety. During break times students will need to store learning devices including smart phones in lockers as break times are a break from technology. Checking messages can be done at lockers at the start of breaks.

Further information about our BYOD policy is shared with students through assemblies, our newsletter and the School APP.  The Grade 6 Parent Information Evening provides an opportunity for us to discuss the BYOD policy with new parents. This will include some guidelines to support device purchase.


All students and parents are required to sign our ICT User Agreement, in line with Department of Education policy. This agreement outlines both expectations and responsibilities with regards to both school devices in addition to BYO devices, including mobile phones. Please be aware that security for all BYO devices are the responsibility of the student; our school accepts no responsibility for lost, damaged or stolen devices, before, during or after school or at a school event/activity.


Our Library is the principle resource centre for Riverside High School.   It is staffed by a Teacher/Librarian and two (2) part-time Aides.   Extensive non-fiction, fiction and reference collections have been selected both to support the curriculum and to promote reading enjoyment.  As well, our library houses collections of DVDs, periodicals, computer databases and teacher-reference materials.

Our library uses a fully automated TALIS circulation system.   This allows students to search for resources using on-line catalogues which link to both the Riverside High School Library and the State Library system.

Computers are available for students who wish to access information using the Internet.  There are also word processing, printing, scanning and editing facilities.


  1. Opening Hours
    During class time
    Lunchtime:  From 1:00pm        
  2. Loans
    Students may borrow up to six books for a period of two weeks
  3. Overdues
    An overdue book list is circulated to Home Group teachers every Wednesday.  Students are unable to borrow while they have overdues.  Parent/carers will be invoiced for books that are damaged when returned or that fail to be returned.


Riverside High School has several students enrolled who have a severe allergy to nuts, especially peanuts.   If these students come into contact with peanuts, or any food products that contain nuts they will suffer severe anaphylactic shock, during which breathing may cease.   A peanut butter sandwich in the same room would be enough to start this reaction.


We therefore request, that all students do not bring peanut butter sandwiches or any items that contain nuts or ingredients to school.   In most cases the labels on foods will indicate the presence of nuts.

If your children have peanut butter for breakfast, or have eaten cereal with nuts, it would be appreciated if they could thoroughly clean their teeth and wash their hands prior to coming to school.   If you require any further information please do not hesitate to contact us.

Your co-operation would be much appreciated.


Quality of teaching puzzle piece infographic pointing out how important relationships, pedagogy, personal qualities and curriculum is for teachers/students

The Riverside High School Quality Teaching and learning Framework was co-constructed by our school community with input from staff, students and parents. Informed by current research and best practice, the framework is a shared understanding across our school community about what we believe good teaching and learning is. The Quality Teaching and Learning Framework is displayed around our school, is spoken about frequently to students and guides the focus of our work in staff teams and through our professional learning. The framework is also included in our Student Planner.

At the heart of our framework is the learning culture that we strive to provide. Central to our learning culture at Riverside High School is a Growth Mindset. The concept of a Growth Mindset has been uncovered by Carol Dweck, a Professor of Psychology at Stanford University. Carol Dweck is highly regarded as one of the leading researchers in the areas of motivation, personality and psychology. Her work concentrates on why some people succeed whilst others do not and is outlined in her best-selling publication entitled: Mindset: The New Psychology of Success. This text has influenced the worlds of business, sport, education and parenting.

This is an exciting area where we have been undertaking considerable work as a staff team and with all students. In a Growth Mindset, people believe that their abilities can be developed through effort and hard work—intelligence and talent are just the starting point! Having a Growth Mindset is about having a love of learning, welcoming feedback and being resilient. We encourage all students to embrace a Growth Mindset—the belief that you can learn more and become smarter if you work hard and persevere. This includes viewing challenges and setbacks as opportunities to improve learning and skills.