The College uses an expectation matrix for expected behaviours in all areas of the school and the community.

School Wide Positive Behaviour Supports (SWPBS) is a framework used by many schools to ensure that students are acknowledged for demonstrating expected behaviours so that a positive and productive learning environment is maintained.





Staff begin the behaviour management process at Rushworth by focusing on expected behaviours in the classroom and frequently communicating these to students. The college uses an expectation matrix for expected behaviours in all areas of the school and the community.

  Be Respectful Be Responsible Be Resilient
Learning Areas
  • Use Kind words to others
  • Listen carefully and work co-operatively
  • Care for other people & their belongings
  • Follow directions & routines
  • Strive to complete set work
  • Always do your best
  • Accept consequences for your actions
  • Ask questions to help you learn
  • Outside Areas
  • Use Kind words to others
  • Keep hands & feet to yourself
  • Keep our school clean
  • Follow directions & routines
  • Return to class on time
  • Return equipment & lost property
  • Display sportsmanship
  • Interact with other people
  • Think before you act
  • Toilets
  • Respect others privacy
  • Turn off water in the sink
  • Consider the next user
  • Report problems
  • Use toilet paper properly
  • Flush the toilet & wash your hands
  • Wait your turn
  • Buses
  • Keep the aisle clear
  • Use your manners
  • Care for others
  • Obey bus rules
  • Report concerns to a responsible adult
  • Clean up after yourself
  • Wait your turn
  • Hallways/Foyer/Stadium/Canteen
  • Use Kind words to others
  • Use inside voice
  • Wait patiently in line
  • Follow directions & routines
  • Head directly to your destination
  • Walk in common areas
  • Interact with other people
  • Think before you act
  • Community
  • Care for the environment
  • Take pride in how you present yourself
  • Show kindness to others
  • Clean up after yourself
  • Model good behaviour
  • Being on school grounds during school hours
  • Always do your best
  • Interact with other people
  • Entry and exit behaviours for the classroom are also explicitly listed to support a positive learning environment.

    When staff notice students demonstrating these behaviours, they recognise positive behaviour by handing the student a Rush Card and stating the expectation and skill.





    When managing behaviours that impair learning or safety, staff maintain a positive reinforcement of the expected behaviours, staff use the following process:


    Remind: State the expected behaviour to the student(s) who are not demonstrating it


    Reteach: Explain why the behaviour is expected and model how it is demonstrated, requesting the student to then demonstrate that behaviour.


    Reflect: depending on the behaviour, the teacher then has the student reflect on what is preventing them from demonstrating the behaviour and may move them within the classroom or outside the classroom for no longer than 5 minutes.


    Reinforce: Respond to the behaviour with an appropriate consequence, beginning with calling the parent/carer and incorporating other interventions that reinforce replacement behaviours.





    Behaviours that have a detrimental impact on learning one or a few students’ or may lead to unsafe behaviour.

    Managed and followed up by the classroom teacher, with support from the leader where ongoing and when teacher actions have not shown improvement.





    Behaviours that have a detrimental impact on the learning of the classroom and are dangerous or hurtful to a student or teacher.

    Managed by the classroom teacher and followed up by the leader, with support from principals where ongoing and where leader actions have not shown improvement or if the incident is severe in nature.