Code of Conduct

At Hillcrest Elementary we believe in a purposeful, directed learning environment, where everyone can feel happy, safe and valued.

To meet this goal, we expect all students to follow the expectations of this code.  This applies to activities on school premises and during activities that are off school grounds that are organized or sponsored by the school and to behaviour beyond these times when it affects the safe, caring or orderly environment of the school.

This code is grounded in a set of guiding principles based on students’ rights and responsibilities. Students are expected to become responsible citizens as they learn the connection between their rights and their responsibilities.

Rights and Responsibilities as a Student:

  • I have a right to learn.  It is my responsibility to listen to instructions, complete assignments and not to interrupt others’ learning.
  • I have a right to hear and be heard.  It is my responsibility to listen quietly when others are speaking.
  • I have a right to be treated respectfully.  It is my responsibility to treat others respectfully.
  • I have a right to be safe.  It is my responsibility not to physically or verbally harm or threaten anyone.  It is my responsibility not to carry or use a weapon.


“Students are expected to act in a safe, respectful and responsible manner and to treat all others with politeness and consideration.”

In Reference to the BC Human Rights Code:

Hillcrest School promotes the values expressed in the BC Human Rights Code respecting the rights of individuals in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation.

The school will treat seriously behaviour or communication that does not comply with the Human Rights Code.

School–Wide Expectations:

“At Hillcrest School we expect students to follow the behavioural expectations outlined in the matrix.  Our goal is to have students meet these expectations for intrinsic reasons; as a result we will minimize extrinsic rewards for behaviour.”

Respect for Self
Respect for Others
Respect for Environment
Respect for learning
All Settings
Do your personal best
Dress, speak and act appropriately
Hands and feet to yourself
Be considerate
Use good manners and appropriate language
Keep the school clean
Be prepared with homework and supplies
Respect others efforts and contributions
Be a good listener
Walk to the right
Use inside behaviour
Use appropriate voice
Hands and feet to yourself
Stay in your own space
Inside shoes
Enjoy/appreciate others displays and space
Quiet while classes in session
Respect equipment and space
Play safe
Follow expectations
Hands and feet to yourself
Use appropriate language
Be a good sport
Bring in equipment
Place litter in garbage cans
Treat property with respect
Stay within school boundaries
Be inclusive
Follow the rules of the games
Use sticks and snow for building
Eating Time
Keep the classroom clean
Make healthy food choices
Use proper manners
Speak in an inside voice
Eat only your own food
Listen to the supervisors
Be seated
Use good manners
Library and Computer Lab
Work quietly
Respect equipment
Wait your turn
Return things to their proper place
Follow guidelines for use of equipment
No food or drink
Shut down computer when leaving
Use appropriate research sites
Respect equipment
Remain seated
Focus on the speaker
Hands and feet to yourself
Quiet so others can hear
No food or drink
Appropriate applause
Appropriate dress and footwear
Good sportsmanship
Follow the rules of the game
Be inclusive
Encourage others
No food or drink
Use equipment safely
Put equipment away
Listen to instructor
Follow rules of the game
Sit appropriately
Line up safely
Quiet voice
Listen to the bus driver
Hands and feet to yourself
Keep the bus clean
Wait in designated areas
Inside behaviour


Minor Poor Behavior Choices:

These behaviours are handled by the classroom teacher or the supervising staff member.

-The adult will provide a verbal reminder to the student.  The conversation between the student and adult will include a review of the expected behaviour and the reasons for that behaviour.

-If the adult feels it necessary, consequences may include:  completion of a discipline form, natural consequence applied by the adult, restitution by the student, contact with the parent by the classroom teacher and/or referral to the Principal.

Major (bottom line) Poor Behavior Choices

These behaviours include:

  • repeated minor behaviour violations,
  • purposeful hitting,
  • fighting,
  • throwing objects with intent to hurt/damage,
  • defiance of authority,
  • noncompliance,
  • disrespectful/abusive language,
  • damaging/stealing.

(Use of drugs, alcohol and weapons as per District policy)

These behaviours are referred to the Principal.

-The Principal will provide a verbal reminder to the student.  The conversation between the student and adult will include a review of the expected behaviour and the reasons for that behaviour.

-Office referral form completed by the student and reviewed by the Principal.

-Parent will be contacted by telephone or in writing.

In addition to the above, consequences may include any of the following, depending on circumstances:

  • Restitution
  • Natural and logical consequences as determined by the Principal
  • In-school suspension
  • Out of school suspension
  • Suspension pending District hearing
  • Parent/student/principal meeting

Special consideration may apply to students with special needs, if they are unable to comply with this Code of Conduct due to having a disability of intellectual, physical, sensory, emotional or behavioural nature.