Your browser does not support JavaScript!
an image
This is an image for the page banner This is an image for the page banner
an image
an image
This is an image for the page header
Student Conduct
Halfmoon Bay Elementary Community School
Code of Conduct


·     To establish and maintain safe, caring and orderly environments for purposeful learning.

·     To clarify and publish expectations for studentbehaviour while at school and while attending any school function or activity at any location.

·     The Halfmoon Bay Elementary Code of Conduct supports the BC Human Rights Code. 

Our Core Values:

·     We respect and value each individual.

·     We foster a sense of pride in personal achievement.

·     We encourage students and staff to dedicate themselves to the school and to the  wider community.

·     We recognize that everyone needs to feel safe, confident and accepted.

·     We help students to understand and respect our social and ecological environment.

·     We create a culture of trust and empathy.

·     We celebrate accomplishments.

·     We provide a caring and supportive environment where every child can learn.

·     We nurture positive attitudes.

·     We take responsibility for attitudes and actions.

·     We recognize different learning styles.

Acceptable Conduct at Halfmoon Bay:

It is expected that at all times all people at Halfmoon Bay Elementary will follow these key phrases to guide their choices of behaviour:

            Be Safe
            Be Respectful
            Be Responsible
            Be Ready and Willing to Learn

To be safe is…

To act in ways that ensure the physical and emotional well-being of yourself and of other people.

Some examples of what being safe looks like:

·     Staying on school grounds during all parts of the school day once you arrive

·     Checking in at the office if you arrive late

·     Checking out at the office if you are leaving early for an appointment or if your parent is here to pick you up due to sickness

·     Returning to class promptly after recess and lunch

·     Keeping your hands and feet to yourself

·     Walking in the hallways and the classroom

·     Following fire drill and earthquake drill procedures, including exiting and assembling in a quiet, orderly manner

·     Walking away from a situation that seems unsafe

·     Reporting to an adult a situation that involves physical conflict or the threat of physical harm

To be respectful is…
To treat yourself, other people and the environment with deference, esteem or honour; to listen to and try to understand different points of view; to be considerate of the feelings of others

Some examples of what being respectful looks like:

·     Including other students in games and conversations           

·     Waiting for your turn to speak

·     Giving others an appropriate amount of personal space

·     Using an inside voice when working in the classroom or when walking in the hallways

·     Encouraging other people during games, group and class activities

·     Taking your hat off when stepping into the school office to speak with Mrs. Kelly

·     Using courtesy words such as “please”, “thank you”, “you’re welcome” and “excuse me” in appropriate contexts

·     Using appropriate language at school and at school events

·     Working through personal conflict, using "I feel" statements

·     Complying when someone asks you to stop an inappropriate behaviour

·     Listening during assemblies

·     Stopping and listening to adults on supervision before school, at recess and during lunch

·     Keeping information to yourself about the ending of a book so others can enjoy the full reading experience

·     Asking for permission to borrow something that belongs to somebody else

·     Returning items you borrow in a timely manner and in good condition     

·     Leaving hallway displays untouched           

·     Flushing the toilet after use

·     Cleaning up your lunch area and your work space

·     Taking only what you want to eat from the fruit and veggie program

·     Disposing of trash in garbage cans

·     Putting recycled materials in designated containers

·     Participating in grounds clean-up duties assigned to your class

To be responsible is…

To be accountable for your decisions and actions; to be reputable and trustworthy; to act in ways that show common sense

Some examples of what being responsible looks like:

·     Returning items that you borrow or find

·     Using borrowed items in a manner that keeps them in good condition

·     Replacing items that you have a role in damaging or losing

·     Using your planner and having it signed

·     Helping a person who is hurt by getting an adultor walking the person to the office

·     Reporting unsafe conduct to an adult (i.e., parent, staff member)

·     Reporting damage to materials or the school           

·     Speaking honestly and fully about your own words and actions

·     Admitting your mistakes

·     Helping decide on ways you can fix or make up for a mistake

To be ready and willing to learn is…

To conduct yourself in a manner that gives you the best opportunity to improve during a range of structured and unstructured learning opportunities at school.

Some examples of what being ready and willing to learn looks like:

·     Arriving on time for class at the beginning of the day, after recess, after lunch and following transitions from one classroom to another

·     Having necessary supplies ready for use

·     Working cooperatively and collaboratively in partners, small groups and teams

·     Listening to the acknowledged speaker (e.g., teacher, student, volunteer, guest) to hear strategies, ideas and instructions

·     Using independent and cooperative work times to work through an assigned task

·     Being open to try learning things in a variety of different ways           

·     Allowing others to learn

Ways of Promoting Expected Behaviours:

We rely on our older students to serve as role models of appropriate behaviour.  Some classroom teachers have class meetings to problem solve issues.  Before our first assembly, teachers set out common expectations and reminders are given before each assembly.

Each classroom teacher gains a sense of the needs of a given class.  Discussions and lessons regarding expected behaviours arise on an as-needed basis.  On occasion, an assembly may be called to remind students of specific expectations.  The assembly may involve all students or a particular group for whom the message is deemed most appropriate.

Unacceptable Conduct:

·     Putting other people down

·     Hitting, punching, kicking, spitting on another person

·     Swearing

·     Rolling eyes at staff members or other students

·     Throwing items at another person (except when anapproved part of a game)

·     Smearing soap on the counters and mirrors in the bathrooms

·     Locking bathroom stalls when unoccupied

·     Throwing snowballs or water balloons while onschool grounds           

·     Leaving school grounds without permission after arriving and before dismissal

·     Using rude or hateful language

·     Uttering a threat

·     Booing during an assembly or in response to a class presentation or sports game

·     Damaging projects or displays in the halls or in classrooms

·     Stealing

·     Vandalizing any part of the inside or outside of the school

Consequences for Unacceptable Conduct:

When unacceptable behaviour occurs, it is viewed as an opportunity for further learning. All people make mistakes and all of us are expected to learn from and grow beyond our misconduct and mistakes.  The severity and frequency of unacceptable conduct as well as the age, maturity and special needs of students are considered in determining appropriate action. 

It is expected that the person(s) involved will be able to talk calmly and openly about what happened and why it happened.  Whenever possible, the person(s) involved in unacceptable conduct will come up with a plan to make things right.  This may require adult support.  As the plan is carried out, the person(s) harmed must feel that things are satisfactorily restored.

Some behaviours require more serious, structured intervention.  In instances of bullying, the consequences will depend on the severity and seriousness of the bullying.  Consequences may include problem solving discussions, mediation between the bully and the victim, counseling, parent-school interactions and interventions and, in extreme cases, suspension from school.  For more information regarding personal safety and bullying, please see School District Regulation 2720, posted at the following web address:

When, in the opinion of the school administrator, a student is in possession of or under the influence of intoxicating substances during the regular school day or at a school-sponsored function, the student may be suspended.  This language is taken directly from Regulation 2850.

The possession of a weapon by a student on or near school property or at a school event is a threat to the safety and security of students and staff.  Any student found to be in possession of a weapon will be subject to severe disciplinary action, including suspension and/or criminal charges.  See Regulation 6950.  Where possible, parents, the school administration and the student(s) involved will work together to ensure there will not be a repeat violation and to foster a successful reentry into an appropriate school setting.

Notification of Parents and/or Other Adults:

In cases of serious misconduct, the school will notify parents of students directly involved.  School district officials, the police and other agencies may be informed when required by law, school regulation or when otherwise appropriate.

Rising Expectations with Age and Maturity:

As our students become older and more mature, our expectations of them change.  We expect increased personal responsibility and self-discipline and a more skillful ability to apply courtesy, cooperation and common sense to a variety of situations.

BC Human Rights Code

Under the BC Human Rights Code, individuals are protected from discrimination, denial of services or access by virtue of their race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, age (applies to persons 19 to 64 years of age) and unrelated criminal or summary convictions.

Last Modified: Sep 13, 2013