View New Hand Book 2026 YHS 2 flipbook.
1
2 ACKNOWLEDGEMENT The administration of Yallahs High School extends sincere appreciation to all individuals and groups who contributed to the preparation of this handbook. Special recognition is given to the Board of Management, the Principal and Administrative Staff, and the Guidance and Counselling Department for their leadership and support. We also acknowledge the invaluable input of teachers, students, and parents, whose perspectives helped shape the policies and procedures outlined herein. This handbook reflects our shared commitment to fostering academic excellence, discipline, and holistic development within our school community.
3 Description CONTENT Pages Vision Statement ……………………………………………………………………………………………………….……………………………… 4 Mission Statement ………………………………………………………………………………………………………….………………………… 4 SWPBIS Framework ……………………………………………………………………………………………………….…………………………. 4 Core Values ………………………………………………………………………………………………………………………………….……….….. 4 School’s Contact …………………………………………………………………………………………………………………….…………………. 5 School’s Symbol ……………………………………………………………………………………………………………………………………….. 6 School’s Moto …………………………………………………………………………………………………………………..…………………….. 7 Brief History of YHS ……………………………………………………………………………………………………………..………………….. 8 -10 Jamaica’s National Anthem ………………………………………………………………………………………………..…………………… 11 Jamaica’s National Pledge …………………………………………………………………………………………..………………………….. 11 School’s Song ………………………………………………………………………………………………………………..……………………….. 12 Management and Administration …………………………………………………………………………………………..……………... 13 - 15 Entry Requirements ………………………………………………………………………………………………………………..…………….. 16 Payment of Fees ……………………….………………………………………………………………………………………..…………………. 17 School Facilities and Resources ……………………………………………………………………………………………………………… 17 - 18 Actions to be taken in Emergency Situations ……………………………………………………………………….………………… 18 -19 Drills …………………………………………………………………………………………………………………………….……….……………….. 20 Dress and Deportment ……………………………………………………………………………………………….………………………….. 21 - 23 Punctuality and Absence ………………………..………………………………………………………………….…………………………… 24 Disciplinary Procedures and Protocols …………………………………………………………………………………………………... 24 – 27 Searchers …………………………………………………………………………………………………………….…………………………………. 27 Cellphones ………………………………………………………………………………………………………………..……………………………. 27 Student Behaviour Management Framework …………………………………………………………………………………………. 28 – 30 Academic Policy ………………………………………………………………………………………………………..……………….…………… 20 - 31 Term System …………………………………………………………………………………………………………..………………………….….. 32 School Dailey Schedule …………………………………………………..…………………………………….……………………..………… 32 Co‑curricular Activities …………………………………………………………..…………………………….………………………..……… 32 The House System …………………………………………………………………………………………………………………………….…… 33 Valedictory Protocols ……………………………………………………………………………………….……………………………………. 34 Appendix ………………………………………………………………………………………………………….…………………..……………….. 35
4 VISION STATEMENT: Yallahs High School through the cooperation of the Board, Staff, Parents, Students and Community will become a paramount institution of learning. It is our- goal, to achieve excellence in the academics and co-curricular area through efficient training and accu- rate instructions, hence maintaining the highest standards of education in this evolving society. MISSION STATEMENT: Yallahs High School through its curriculum (academic and co-academic) proposes to have a school where every student is motivated to become a person who is a responsible and active learner; who will realize his/her full potential; while developing skills and knowledge in order to be fit to live harmoniously with others. SCHOOL‑WIDE POSITIVE BEHAVIOUR INTERVENTION AND SUPPORT (SWPBIS) FRAME WORK Yallahs High implemented School‑Wide Positive Behaviour Intervention and Support as an organizational framework to strengthen the school’s social and behavioural climate. This approach enhances discipline, fosters respect, and maximizes the impact of academic instruction and achievement. The school is guided by six Key Behaviour Expectations (Core Values), represented by the acronym REWARD. CORE VALUES: (REWARD) Respect: Healthy regards for self, others, and property. Endurance: Remaining steadfast and persevering. Willpower: Exercising Self-control. Control over behaviour and thoughts. Ambition: Recognizing full potential. Responsibility: Actively carrying out your roles. Discipline: Deportment, behaviour, and consideration for interpersonal relationships.
5 SCHOOL CONTACTS Name: Yallahs High School (The Academiy of Yallahs High School) Location: Yallahs, St. Thomas, Jamaica Contact Information: • Mailing Address: Lloyds Avenue, South Haven, P.O. Box 31, Yallahs, St. Thomas, Jamaica, W.I. • Phone: 876 819 8030 • Email: yallahshighedu@gmail.com, yallahshighedu@hotmail.com Social Media: • Instagram@yallahshigh • Facebook@yallahshighschool
6 SCHOOL SYMBOL: (The Crest) Description of the crest: The Yallahs High School Crest reflects our holistic vision of education and stands as a guiding symbol of the institution’s philosophy. Each element embodies the Academy’s commitment to nurturing well-rounded students through diverse pathways of learning. The symbols along the outer wall of the Crest showcase the breadth of our curriculum, representing the Sciences, the Performing, Visual, and Culinary Arts, Technical and Vocational disciplines, and Sports. At the center of the Crest lies the open book, a powerful emblem with dual significance. It represents the two essential foundations of our subject offerings: intellectual stimulation and spiritual growth. From its pages radiates a light that symbolizes the enlightenment and empowerment of our students, inspired by our philosophy of education and enriched by the diverse opportunities we provide.
7 Situated by the sea, Yallahs High School drew inspiration for its colours from the ocean itself appearing blue in the shallows and black in the deeper waters. Thus, our official colours are Royal Blue and Black, symbolizing depth, strength, and resilience. The original Crest was designed by the late Mr. Eustace Wilson, former Principal, and the late Mr. Relva Erskine, former Art Teacher. Each element carries profound meaning: • The torch, held high, represents the enduring flame of knowledge, guiding our steps along the educational path. • The tools signify the instruments of work, reminding us that success comes through effort and discipline, in keeping with our motto: “WORK TO ACHIEVE.” • The open book symbolizes the source of academic achievement and enlightenment. • The boiling pot reflects the rich mixture of cultures that shape our school community. In 2017, a new Crest was created by Mr. Robert Grant, alumnus and Visual Arts teacher, in collaboration with a group of Grade Nine students. This redesign preserved the original symbolism while giving the Crest a modern expression, ensuring that it continues to inspire future generations. SCHOOL MOTTO: “Work To Achieve”
8 A BRIEF HISTORY OF THE YALLAHS HIGH SCHOOL Establishment and Early Years Yallahs High School is strategically located in the historic town of Yallahs, St. Thomas, just southwest of Yallahs Square and overlooking the Caribbean Sea. Since its establishment, the institution has served the parish, providing generations of students with opportunities for academic achievement, personal growth, and social development. The school officially opened its doors on 9 February 1967, having been constructed to accommodate approximately 600 students. On its first day of operation, the institution enrolled 593 students and began its journey with a modest but dedicated complement of eight teachers, one secretary, one security guard, and five ancillary workers. The school's founding Principal, Mr. Webster W. Lewis, laid the foundation for what would become one of St. Thomas' respected educational institutions. Despite limited resources during its formative years, the school quickly established a reputation for discipline, perseverance, and commitment to student development. Leadership Through the Years The continued growth and transformation of Yallahs High School have been shaped by the vision and dedication of successive principals who have guided the institution through periods of educational reform, infrastructural development, and changing national priorities. The school's principals have included: • Mr. Webster W. Lewis (1967–1968) • Mr. Causewell Burton (1968–1969) • Mr. Eustace Wilson (1969–1985) • Mr. Headley Moore (1985–2007) • Mr. William Cushnie (2008–2016) • Mr. Mark Malabver (2016–Present)
9 Each administration has contributed to strengthening the school's academic programmes, expanding student opportunities, improving infrastructure, and reinforcing its role as an important educational institution within the parish of St. Thomas. Growth and Institutional Development Yallahs High School has undergone several significant transformations since its establishment, reflecting the changing landscape of education in Jamaica. The institution was originally established as a Junior Secondary School, serving students in Grades 7 to 9. As educational opportunities expanded nationally, the school was upgraded in 1975 to a Secondary School, allowing students to continue their education through Grades 10 and 11 and complete national secondary examinations. The school's continued development resulted in another major milestone in 1995, when it was designated a Comprehensive High School, broadening its curriculum to include both academic and technical-vocational programmes designed to meet the diverse needs of its student population. In 1999, the institution was officially re-designated as Yallahs High School, further cementing its status as a full secondary institution serving the educational needs of eastern Jamaica. Responding to national educational priorities and the increasing demand for post-secondary opportunities, the school expanded once again in 2021 with the introduction of its PATH Way Sixth Form Programme, providing students with the opportunity to pursue advanced studies in Grades 12 and 13 while preparing for tertiary education, professional training, and employment. A Tradition of Service and Community Impact For more than five decades, Yallahs High School has remained a cornerstone of educational development within the parish of St. Thomas. Beyond academic instruction, the institution has consistently emphasized character development, leadership, community service, technical and vocational education, and holistic student development.
10 Thousands of graduates have gone on to pursue careers in education, business, healthcare, law enforcement, skilled trades, entrepreneurship, public service, and numerous other professions, making meaningful contributions to their communities both locally and internationally. Today, the school continues to evolve in response to the changing educational, technological, and social realities of the twenty-first century while remaining committed to its core mission of developing well-rounded, responsible, and productive citizens. Milestones and Legacy One of the school's most significant milestones was the celebration of its 50th Anniversary in 2017. The Golden Jubilee was commemorated through a series of activities, including a thanksgiving service, an awards luncheon, and a ceremonial tree-planting exercise, all of which celebrated the school's rich heritage, honoured outstanding contributors, and recognized the achievements of past and present students, staff, and stakeholders. Looking ahead, 2027 will mark another historic occasion as Yallahs High School celebrates its 60th Anniversary. This Diamond Jubilee will provide an opportunity to reflect on six decades of educational excellence, honour the institution's legacy, celebrate its achievements, and reaffirm its commitment to preparing future generations of learners to meet the challenges and opportunities of an ever-changing world.
11 The Jamaican National Anthem The Jamaican National Pledge
12 YALLAHS HIGH SCHOOL’S SONG In 2004 the School’s Song was written by Mr. Talbert Weir a teacher of Woodwork and two students, Camille Johnson and her brother, Leon Cameron. It is entitled “Hold your Head High”. Title: HOLD YOUR HEAD HIGH
13 MANAGEMENT AND ADMINISTRATION The school operates under the Government of Jamaica through the Ministry of Education and Youth (MoEY). Its affairs are overseen by the Board of Management, which acts on behalf of the MoEY. The Board is composed of: • A Chairman (recognized by MoEY) • The Principal • A Secretary (usually the Bursar) • The Parent Teachers’ Association (PTA) President • The Student Council President or Representative • The Teaching Staff Representative • The Ancillary Staff Representative • The Administrative Staff Representative • The Past Students’ Association President or Representative • Two Community Members (usually appointed by the sitting Member of Parliament) • A Specialist, invited by the Principal if deemed necessary This diverse composition ensures that all stakeholders including students, staff, parents, alumni, and the wider community have a voice in the governance of the school. Senior Executive The Senior Executive team provides strategic leadership and oversight. It includes: • The Principal • Vice-Principals • Dean of Discipline • Exams Coordinator • Work Experience Coordinator • Guidance Counsellors
14 • Bursar • Upper and Lower School Coordinators Middle Management Middle Management builds on what the Senior Executive would have instituted. They include: • All the Members of the Senior Executive • Grade Coordinators • Heads of Departments (HODs) Together, these tiers of leadership form a dynamic management structure that enables Yallahs High School to grow from strength to strength. Duties and Responsibilities • Principal – Chief Administrator responsible for day-to-day operations, supervision of staff and students, discipline, curriculum planning, finance, administration, admissions, maintenance, and overall school development. • Vice-Principal – Assists the Principal, reports directly to them, and helps formulate and implement educational policies, especially regarding daily school activities. • Exams Coordinator – Oversees the planning, scheduling, and smooth administration of internal and external examinations. • Work Experience Coordinator – Manages student placements, liaises with businesses and organizations, and ensures students gain practical exposure to the world of work. • Dean of Discipline – Maintains order, enforces discipline policies, oversees safety and security, and fosters a positive school climate. • Guidance Counsellors – Provide academic, career, and personal counselling, support student resilience, as well as coordinate awareness and welfare programmes. • Bursar – Manages financial operations, budgeting, and accountability for school funds. • Upper and Lower School Coordinators – Supervise upper and lower school grade levels, monitor student progress, and support teachers in curriculum delivery. • Grade Coordinators – Oversee specific grade cohorts, track performance, and address student concerns.
15 • Heads of Departments (HODs) – Lead subject departments, ensure curriculum alignment, mentor teachers, and monitor academic standards. • Form Teacher: Oversees students’ personal and social well-being, maintains accurate attendance and punctuality records, and prepares periodic reports on academic and social progress. • School Nurse: Ensures compliance with public health guidelines, monitors student immunization and well-being, and provides immediate medical care with referrals to health facilities when necessary. • Security Guard: Maintains campus safety by monitoring entrances, protecting property, and ensuring a secure environment for students and staff. • School Resource Officer(s) (SRO): Strengthens campus safety and student support by enforcing school rules, fostering positive relationships, and serving as a liaison between the school and law enforcement. • Ancillary Workers: Support school operations through cleaning, maintenance, and general assistance to uphold a healthy and orderly learning environment. • Head Boy and Girl: Serve as chief student leaders, representing the student body, coordinating prefect activities, and acting as liaisons between students and administration. These students must be a member of the school for at least two (2) years with an average exceeding fifty percent (50%). • Prefect Body: Prefects are selected from the grade 11 cohort. They assist in maintaining discipline, model’s exemplary behavior, and supports teachers in fostering a respectful school culture. Sub Prefects are selected from the grade ten (10) cohort of students. They assist the prefects in their duties. (See prefect policy for further details). • Student Council Body: Represents student interests, organizes initiatives, and collaborates with staff to improve school life and promote student engagement. • Peer Counsellor: Provides emotional support, guidance, and mentorship to fellow students, promoting resilience and positive peer relationships. • Form Captain: Leads their class group by assisting the Form Teacher, ensuring punctuality, order, and effective communication between students and staff.
16 ENTRY REQUIREMENTS At the beginning of each academic year, the Ministry of Education and Youth (MoEY) oversees the placement of students through the Primary Exit Profile (PEP) examinations. While some parents accept the Ministry’s recommendation and register their child at Yallahs High, others may choose different institutions. For those seeking entry to Yallahs High, the following requirements apply: New PEP Students Once the school receives the official PEP placement list from the MoEY, parents/guardians are required to: • Collect the registration package at the school during the designated period. • Complete all required documents in full before returning them to the school. • Submit documents together — the registration process will not commence if forms are incomplete or submitted separately. New Transfer Students Students seeking to transfer from another school may be admitted if: • Space is available. • Academic records (transcripts/reports) demonstrate diligence, discipline, and satisfactory performance. Students Transferring Out Students transferring out of Yallahs High must: • Notify the school administration of their intent. • Return all school property, including rental books and borrowed materials. • Settle outstanding accounts with the school. • Obtain a release letter once all obligations are met. This letter must be presented to the receiving institution. For additional details regarding transfers, inquiries may be directed to the Principal’s Office.
17 PAYMENT OF FEES • Fee settlement: Upon registration, parents/guardians are required to pay all applicable fees, which may include registration, package costs, and parent contributions. • Financial Challenges: Families experiencing genuine financial difficulties may negotiate a structured payment plan through the school’s bursary. • PATH beneficiaries: Students enrolled in the PATH programme will receive bursary-determined discounts. Proof of beneficiary status is required. Insurance Policy • Mandatory coverage: All students must pay insurance at the beginning of each academic year; this fee is included in the parent contribution. • Priority payment: Families entering payment agreements with the bursary must ensure that the insurance is paid first, as it provides essential protection. • Restriction for non-payment: Students who fail to pay insurance will be barred from off-campus activities such as trips, educational tours, and work experience programmes. • Coverage details: Insurance provides 24-hour protection for students throughout the academic year (September–June), ensuring safety both on and off campus. • Health and safety compliance: Insurance is a critical safeguard aligned with the school’s duty of care and national health standards. SCHOOL FACILITIES AND RESOURCES Yallahs High School provides a wide range of facilities and resources that support effective teaching, learning, student development, and co-curricular engagement. These include: 1 A library and bookshop 2. Two Science Labs 3. Two Food and Nutrition Labs 4. Two Computer Labs 5. A Smart Classroom 6. Music Room 7. Visual Arts and Craft Room 8. Cosmetology Training Area 9. Technical and Vocational Education facilities, including: (Technical Drawing, Electrical Technology room, Metalwork room, Building Technology room)
18 10. A Garment Construction (Sewing) Lab 11. A Playing Field 12. A Multi-purpose Court 13. A School Farm 14. Canteen and three tuck shops 15. A Nurse's Station 16. Records Office 17. Staff Room 18 Ancillary Staff Room The school also houses several administrative and student support offices, including the Guidance Department, Deans' Office, Enrichment Department, Mathematics Department, Language Department, Science Department, Social Studies Department, Visual and Performing Arts Department, Physical Education Department, APSE Coach's Office, Examinations Coordinator's Office, and the Bursar's Office. To enhance campus safety and security, strategically placed Closed-Circuit Television (CCTV) cameras monitor key areas across the school compound. ACTIONS TO BE TAKEN IN EMERGENCY SITUATIONS Intruder Alert Response: Actions to take when an unauthorized person enters the compound. • If an intruder is discovered in the buildings or on the compound, a coded PA system Alert will notify the staff. • Students outside should move to the nearest classroom or secure area. • Teachers must lock classroom doors and keep students inside. • Principal/Dean and security conduct a sweep to locate the intruder. • An ALL CLEAR will be announced via PA or WhatsApp once the situation is stable. Hostage or Shooting Incident: Steps to follow during a violent or hostage situation. • Notify Principal/Designee, Dean, Security, or Police immediately. • The intruder procedure as outline above should be followed. • Principal and Police decide if evacuation is necessary. • Provide building plans to Principal’s office. • Establish communication with perpetrator(s).
19 • Principal updates Police and manages parent/media communication. Earthquake Safety Indoors: Drop, Cover, Hold. Protect yourself and students during an earthquake while inside buildings. • Stay inside; move away from windows and heavy objects. • Take cover under desks, tables, or doorways. • Extinguish flames in labs/kitchens if possible. • Avoid spilled chemicals. • In halls/stairways, kneel by interior walls, cover head and neck. • Assist students with limited mobility. • Staff ensure safe evacuation of all students. Earthquake Safety Outdoors: Actions to take when outside during an earthquake. • Move to open areas away from buildings, trees, and power lines. • Crouch low or lie down. • Act immediately at first ground shaking. • Do not re-enter buildings until cleared by authorities. • Wait for official ALL CLEAR before resuming activities. Fire Emergency Response: Steps to follow when fire or smoke is detected. • Raise alarm immediately upon discovery. • Contact the fire department without delay. • Evacuate building and gather at assembly area. • Conduct head count to ensure all are accounted for. • Stay low to avoid smoke inhalation (crawl if needed). • Never re-enter building to search for missing persons. • Report missing persons to fire department/police. • Report casualties to school nurse.
20 DRILLS To ensure preparedness and safety, the school conducts several emergency drills each year. These may include earthquake drills, fire drills, and non-evacuation drills. The purpose of these exercises is to train students and staff on how to respond effectively in emergencies, minimizing casualties and exiting hazardous situations quickly and calmly. Recognize Emergency Signals: Drills are usually unannounced, so awareness of signals is critical. • Learn the distinct signals for fire, earthquake, and non-evacuation drills • Stay alert during school hours • Respond immediately when signals are given Take Drills Seriously: Every drill simulates a real emergency and must be treated with discipline and seriousness. • Follow instructions without hesitation • Avoid panic, running, or horseplay • Maintain calm and orderly movement Execution of Evacuation Protocols: Orderly evacuation ensures safety and minimizes risk. • Move at a steady pace to designated exits • Keep lines organized and quiet • Proceed directly to the assembly area Account for All Students: Attendance records confirm that everyone is safe. • Teachers take roll call at the assembly area • Report attendance to the Principal, Dean, or designated authority • Identify and report any missing persons immediately Apply Emergency Protocols: After evacuation, standard safety procedures are enforced. • Follow instructions from school leadership • Remain in assembly area until clearance is given
21 • Additional guidelines are provided in the school’s Safety and Security Policy DRESS AND DEPORTMENT • Uniform requirement: Full school uniform must be worn to school and all school-related activities unless otherwise directed. • Jewelry: Only wristwatches and school badges are permitted. • Make-up: Nail polish, artificial nails, lipstick, or any other form of make-up is not allowed. • Hair grooming: Hair must be neat and well-groomed; extravagant styles, tinted or artificial hair, eyebrow shaving or decoration, and eyelash extensions are prohibited. • Nails: Fingernails must be kept clean, short, and well-groomed. • Undershirts and accessories: Colored or graffiti T-shirts, high-neck T-shirts, or exposed undershirts are not permitted. Undershirts must not be seen above the lapel or extended below the sleeves of the khaki shirts. Wash rags or handkerchiefs must not be carried in an exposed manner. • Uniform standards: Boys must wear trousers that fit properly and allow ease of movement. They must be able to pull their pants foot over their knee very easily. Shirts must be neatly tucked in at all times. • Headgear: Not permitted, except for Rastafarians and Muslims who may wear black tams. • Skin care: Skin bleaching is strictly prohibited. • Footwear: Slippers, sandals, and high‑top boots are not allowed. Sneakers are permitted only during Physical Education classes and must be removed afterward. • Physical Education (PE) Attire During Physical Education classes, students are permitted to wear only the official PE gear. Items such as tights, short shorts, or other non-uniform clothing are not allowed.
22 • Outerwear: Only plain sweaters or jackets in dark or pastel colors may be worn. N.B. This is also relevant for students who are sitting external examinations. Uniform Policy • General Requirement: All students must wear the correct school uniform to classes and all school-related functions unless otherwise advised. • Alternative Uniform: If the correct uniform cannot be worn, the designated alternative must be used, accompanied by a written letter from the parent/guardian. • School Crest: Every student is required to wear the school crest over the left breast of the shirt. • School Tie: Upper school students are required to wear the school tie whilst in uniform. Boys’ Uniform • Footwear: Black or brown shoes with black or brown socks. • Trousers: Plain, unaltered khaki trousers (pencil-foot pants are not permitted). • Shirt: Khaki shirt (Grades 7–9) and white short sleeved shirt (Grades 10-11) and white long-sleeved shirt (Grades 11-13) must be worn with crest stitched on the left breast pocket, neatly tucked into trousers at all times. • Belt: Black leather belt for all grades (No big decorated or fashionable buckles). Girls’ Uniform • Footwear: Black or brown shoes with while socks. • Tunic: Royal Blue pleated tunic (as illustrated on the design) (Grades 7-9) must be worn below the knees. • Skirt: Royal Blue pleated skirts (Grade 10-11), and Royal Blue plain skirt must be worn below the knees. • Shirt: White shirt short sleeved shirt (Grades 7-13) must be worn with crest on the pocket, neatly tucked into tunic or skirt at all times.
23 Wearing of Emblems Grade 7 (Boys and Girls) • Boys: Crest stitched on the left breast pocket (no pip). • Girls: One quarter‑inch stripe around each shirt sleeve. Grade 8 (Boys and Girls) • Boys: One pip/quarter‑inch stripe across the left shirt collar. • Girls: Two quarter‑inch stripes around each shirt sleeve. Grade 9 • Boys: Two pips/quarter‑inch stripes across the left shirt collar. • Girls: Three quarter‑inch stripes around each shirt sleeve. Grade 10 (Boys and Girls) • Uniform: Crest and tie (no pip). Grade 11 (Boys and Girls) • Uniform: One pip/quarter‑inch stripe from end to end on each shirt sleeve, worn with crest and tie. Additional Badges Students may also wear authorized badges, including the Yallahs High badge, Prefect badge, Student Council badge, and other official designations approved by the school. Student Identification Cards (IDs) All students are required to wear their Student ID at all times. The ID serves as proof of identity and is essential for entering the school compound, sitting examinations, and other official school activities.
24 PUNCTUALITY AND ABSENCE • Arrival: Students must be in their classrooms by 7:45 a.m. for roll call. Anyone absent at this time will be recorded as late. • Gate Closure: The school gate closes at 8:30 a.m. Lateness will be recorded, and disciplinary action taken. Students may not enter the compound in vehicles after this time. • Absence: Any student absent for three consecutive days must present a written letter from a parent/guardian stating the reason(s) for absence upon return. • Leaving School: Permission to leave during school hours will only be granted with a verified parent/guardian request (written or phone call) or if the student is deemed sick. Approval must come from Senior Executive members. • Class Attendance: Attendance at all assigned classes is mandatory. Failure to attend will result in a warning; repeated absence is considered a serious offense and may lead to suspension. • Leaving Class During instructional time: Students leaving class during instructional time for legitimate reasons (e.g., to buy water, pencils, or other necessities) must obtain a class pass from their teacher. Any student seen outside without a corridor pass will be sent back to class. • Bathroom Use During Class Time: Students who need to use the bathroom during instructional time must first obtain a bathroom pass from their teacher. DISCIPLINARY PROCEDURES AND PROTOCOLS Students who commits infractions are subjected to necessary disciplinary action. Suspensions may run from one to ten days, depending on the nature and severity of the offence. The threat level of an offence may be ranked as Minimal, Moderate, High, or Critical.
25 Minimal level infractions: Incidents that are minor, non-severe, and do not pose a significant threat to the school community. Very low impact which may simple require a reprimand or warning. Examples: • Talking back to a teacher • Minor disruptions of teaching and learning in class • Carrying out certain reckless actions (Posting online while in uniform, defaming the school online, sending and receiving inappropriate materials online, • Low-level bullying (e.g., teasing) • Minor damage (e.g., ruining a note book or pen) • Pranking • Littering • Spreading of unverified rumors • Leaving class without permission • Provocation that might generate a fight • Inappropriate conduct (e.g. loud outburst, vulgarity, inappropriate language to peers or other persons) Moderate Level Infractions: Incidents that are more serious, but still do not pose an immediate threat to school safety. It requires attention but not urgent. Examples: • Moderate physical altercations (e.g., shoving) • Verbal bullying (e.g., name-calling/defamation) • Being rude to a teachers or staff • Cheating on exams or academic dishonesty • Minor theft or property damage (e.g., taking someone’s book or pencil/pen) • Using cellphone inappropriately or without permission • Violation of dress code (e.g., not wearing a tie or crest, wearing pants below the waist, etc.)
26 • Wearing of accessories (e.g., cosmetic eye lashes, earrings, chains, rings, ankle lets, wristlets, coloring or bleaching of the hair, etc.) • Skin Bleaching • Skipping classes • Repeated tardiness to school (Coming to school late) • Absconding devotional exercise and similar activities • Sexual Petting that does not include intercourse (caressing, kissing, etc.) • Viewing pornographic materials (weather by electronic devices, in magazine or by any other means) • Selling items • for personal gains • Forgery/ impersonation High Level Infractions: Incidents that pose a significant threat to the safety and well-being of students or staff and overall school safety and may require prompt action. Examples: • Physical fights, assaults, or battery of another student • Severe bullying (e.g., cyberbullying, sexual or other harassments) • Threats of harm or intimidation • Extorsion • Gambling • Possession of weapons or dangerous objects and substances • Substance use and distribution • Vandalism or property damage (e.g., someone’s personal or school property) • Destruction of or tampering with the school or someone’s motor vehicle, appliance, or any electronic devices (e.g. laptop, cell-phone, camera, etc.) • Performing sex acts on and off the compound • Sexual harassment
27 • Leaving the school without authorization form pre- scribed persons (Senior Executive members) • Possession and use of a cell phone Critical Level Infractions: Incidents that are extremely severe, pose an immediate threat to safety, and require emergency/immediate response. Examples: • Life-threatening physical altercations • Severe injuries or medical emergencies (e.g., wounding, unresponsiveness) • Physical fights, assaults, or battery of a teacher or member of staff • Sexual assault, abuse or rape • Committing a major offence of crises proportion (e.g., active shooting, school invasion) These categories are not exhaustive, and incidents may overlap between threat levels. The protocols and procedure provide clear guidelines for responding to incidents based on their severity and impact. SEARCHES • Student searches: Students and their personal items may be searched if school authorities have reasonable suspicion of rule or law violations. • Property searches: Other areas and property may be searched in accordance with Jamaican law. • Hand-held scanners: A metal detector scanners may be used on individuals or unsecured items on school grounds. • Authorized personnel: Only the Principal, Vice Principal, Dean, Security Officers, SRO, or designated staff may conduct searches. CELL PHONES All cell phones MUST be left at home unless the teacher request one is taken for a period in time. A cell phone MUST NOT be used as an alternate for calculators or watches.
28 STUDENT BEHAVIOUR MANAGEMENT FRAMEWORK At Yallahs High School, student behaviour is guided by a system of positive reinforcement and corrective measures. This framework ensures that acceptable behaviour is recognized and rewarded, while infractions are addressed fairly and consistently. Positive Behaviour Recognition: Students who display acceptable behaviour may receive: • Praise – verbal or written acknowledgment of good conduct. • Reward/Token – small incentives to encourage continued positive actions. • Special Privileges – opportunities such as leadership roles or participation in special activities. • Merits – Students may be awarded Merits in recognition of positive achievements and exemplary conduct. Merits are granted based on the following criteria: ✓ Academic performance: Consistently strong results in monthly tests and examinations. ✓ Conduct: Demonstrating good behavior both on and off campus. ✓ Improvement: Marked progress in class work and overall effort. ✓ Attendance and punctuality: Regular attendance and timely arrival to classes. ✓ Integrity: Upholding honesty and ethical behavior in all school activities. ✓ Initiative: Taking proactive steps in academics, leadership, or service. ✓ Helpfulness: Assisting peers, staff, and contributing positively to the school community. ✓ Outstanding service: Exceptional contributions to school operations, events, or projects. ✓ Representation: Outstanding performances when representing the school in competitions, events, or external activities. Corrective Measures for Infractions: Students who commit an infraction may: • Receive a warning – spoken to and cautioned about behaviour.
29 • Be referred for intervention – sent to a designated office (Guidance Counsellor, Dean, Vice-Principal, Principal, or designee). • Have parents contacted – parents may be invited to discuss the matter. • Be issued de-merits – formal record of misconduct. Demerits are granted based on the following criteria: ✓ Behavioral Infractions: Disrespect, disobedience, fighting, possession of contrabands, or disruptive behavior, gambling, extorsions. ✓ Academic Misconduct: Cheating, plagiarism, or dishonesty. ✓ Tardiness and Absenteeism: Excessive tardiness or unexcused absences from class and school. ✓ Bullying and Harassment: Any form of bullying or harassment. • Serve detention – supervised time to reflect and correct behaviour. • Receive in-house suspension – temporary removal from regular classes while remaining on campus. • Be suspended – temporary removal from school. • Be transferred – parents may be asked to remove the child to another school. • Participate in a special programme – the recommendation can be made for the student to join a targeted programme designed to address behavioural concerns and support positive change. • Face Board of Management review – in severe cases, after all interventions are exhausted, the student may be taken before the Board of Management to determine whether they continue at the school or be excluded. Off-Campus Behaviour • Proper conduct: Students are expected to exercise appropriate behaviour at all times while off campus.
30 • Restricted areas: Students must not be seen in betting shops, gaming establishments, or bars while in uniform. • Loitering: Students are not permitted to loiter on the streets or in business places after school; they are expected to go home promptly. • Teacher authority: All teachers have the right to correct students at any time, including off campus. • Eating in public: Students must not eat on the streets or in public vehicles while in uniform. ACADEMIC POLICY The academic performance of students is categorized using the following grading system based. The categories are as follows: Grade Percentage Range Performance Level A+ 90–100 Exceptional mastery A 85–89 Excellent performance A- 80–84 Very strong performance B+ 70–79 Strong performance (70 and above is Honor Roll) B 65–69 Good performance B- 60–64 Satisfactory performance C+ 55–59 Fair performance C 50–54 Adequate performance C- 45–49 Marginal performance D 40–44 Weak performance E 0–39 Unsatisfactory performance
31 Assessment Strategy The school employs a diverse range of assessment methods to measure student learning, performance, and overall development. These strategies include: • Diagnostic testing – to identify strengths, weaknesses, and learning needs. • Homework and assignments – reinforcing classroom learning and encouraging independent study. • Projects and experiments – fostering creativity, critical thinking, and practical application of knowledge. • Written tests – evaluating comprehension, accuracy, and retention of subject matter. • Role plays and group activities – promoting collaboration, communication, and problem-solving skills. • Alternative assessments – such as portfolios, presentations, and reflective journals, to capture holistic student growth. • Referral process: When deemed necessary, students may be referred externally by the school’s guidance counsellor for educational or psychological assessment, and parents/guardians are expected to comply with such recommendations. This multi-faceted approach ensures that assessment is balanced, inclusive, and aligned with diverse learning needs. Academic Probation • Students categorized as weak and unsatisfactory in the Christmas term will be placed on Academic Probation entering the Easter term. • Students on probation must participate in the Academic Probation Programme (APP), designed to help them improve their grade average before the next reporting period. • If a student’s average remains weak or unsatisfactory at the end of the Easter term, he or she will remain on academic probation going into the Summer term. • If a student’s average remains weak or unsatisfactory at the end of the Summer term, he or she may not be eligible to advance to the next grade level in the following academic year.
32 TERM SYSTEM The school operates on a three-term academic calendar, structured as follows: • First Term (Christmas Term): September – December • Second Term (Easter Term): January – April • Third Term (Summer Term): May – July SCHOOL DAILY SCHEDULE The school operates from Monday to Friday, unless otherwise advised. • Start of Day: Classes begin at 7:45 a.m., with students reporting to their form class for attendance. • Devotional Exercise: Held from 8:00 a.m. to 8:30 a.m., fostering spiritual and moral development. • Class Sessions: Instruction begins at 8:30 a.m. and follows a one-hour rotation system, guided by individualized timetables for each class. • Lunch Break: Scheduled daily from 11:30 a.m. to 12:30 p.m. for the entire school. • Dismissal: o Regular dismissal at 2:30 p.m. o Wednesdays: Early dismissal at 1:30 p.m. to facilitate staff planning. o Selective Grade 11 classes: May extend to 3:30 p.m. on designated days. • Flexibility: The schedule may be adjusted to accommodate special school activities, events, or examinations. • Online Classes: In the event of a transition to virtual learning, all procedures and protocols applied in the physical school space remain fully applicable in the online environment. CO‑CURRICULAR ACTIVITIES The school promotes holistic development by engaging students in a wide range of co‑curricular programmes that complement academic learning and foster personal growth. These activities include:
33 • Sports Day: A major highlight where students compete in track and field events, promoting school spirit, teamwork, and healthy competition. • Heritage Day: Celebrates Jamaica’s rich cultural traditions, encouraging students to appreciate national identity and heritage. • Black History Month: Recognizes the contributions of African and Caribbean leaders, fostering pride and awareness of historical struggles and achievements. • Africa Day: Highlights African culture and history, strengthening connections to ancestral roots and global identity. • Career Day: Provides students with exposure to diverse career paths through guest speakers, workshops, and interactive sessions. • Open Day: Offers parents, guardians, and community members an opportunity to engage with the school’s academic and co‑curricular programmes. • Eisteddfod: A cultural festival showcasing student talent in music, drama, poetry, and art, promoting creativity and self‑expression. • Cultural Heritage Celebrations: Activities highlighting Jamaican culture, music, dance, and traditions, reinforcing national pride. • Awareness Campaigns: Initiatives on mental health, anti‑bullying, career guidance, and resilience‑building, aimed at student empowerment. • Community Engagement: Drives focused on environmental sustainability, sexuality and health education, volunteerism, and social responsibility. • Educational Tours: Field trips and work experience programmes that extend learning beyond the classroom, connecting theory to practice. THE HOUSE SYSTEM At Yallahs High School, the student body is organized into four (4) Houses, each named in honor of distinguished Principals and Vice Principals who have made significant contributions to the growth and development of the institution. The Houses are: • Lewis House – Red • Burton House – Yellow • Bailey House – Purple • Wilson House – Blue Every student who enters Yallahs High is assigned to one of these Houses, creating a sense of belonging, identity, and healthy competition. Students are required to purchase PE gear that matches the color of their assigned House, ensuring unity and representation during sporting
34 and co-curricular activities. The House System help to promote school spirit, teamwork, leadership, and discipline, while providing opportunities for students to excel in academics, sports, cultural events, and service initiatives under the banner of their House. VALEDICTORY PROTOCOLS Having successfully completed high school education, students must satisfy all requirements set forth by the institution in order to be deemed eligible for participation in the valedictory exercise. The following protocols outline the criteria for valedictory eligibility: • Financial clearance: All accounts with the school must be settled, including tuition, fees (from grade 7-11 or 12-13), and outstanding balances. • Textbook accountability: All rental books must be returned in good condition, or replaced if lost, stolen, or damaged. • Disciplinary record: Students in Grades 10–11 must have no suspensions on record. Students in Grades 11–13, including HTM students, must maintain a suspension-free record. • Attendance compliance: Students falling below a 70% attendance threshold in grade 11 will be restricted from participating in the valedictory exercise. • Behavioral conduct: Students must demonstrate consistent adherence to the school’s code of conduct and maintain good standing within the school community. • Community service: Students must complete work experience requirements and 60 hours of mandatory community service. • Property return: All school-issued items (uniforms, equipment, instruments, devices, etc.) must be returned or accounted for. • Administrative approval: Final clearance must be granted by the school’s administration, confirming that all valedictory requirements have been met.
35 APPENDIX Sample Grade 7 Girl Uniform Sample Grade 7 Boy Uniform Sample Grade 8 Girl Uniform Sample Grade 8 Boy Uniform
36 Sample Grade 9 Boy Uniform Sample Grade 9 Girl Uniform Sample Grade 10 Boy Uniform Sample Grade 10 Girl Uniform
37 Sample Grade 11 Boy Uniform Sample Grade 11 Girl Uniform SAMPLES OF GRADE 7, 8, and 9 MALE STRIPES ON THE PIP Royal blue stripe on the left shirt collar (left pip). NO MORE than quarter (1/4) inch wide for each stripe. Slant the stripe angled outward from the neck. The same thing goes for grade 7 (1 stripe), grade 8 (2 stripes), and grade 9 (3 stripes). Grade 11 has 2 stripes (1 on the left and 1 on the right).
38 THINGS THAT ARE NOT ALLOWED Hair Puffs Hair Extension Bleached Hair Bleached/Toned Skin Eyelash Extensions Carving in the hair, eyebrows, and wearing of earrings
39 Tight fitting Pants Sagging Pants Energy Drinks Cellphones Cigarettes and Vapes Rings, Chains, and other jewelries