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Learning Support

Learning Support Coordinator: Mrs Katie Philpott

Our classroom practice places high values on:

  • Recognizing difference within and between individuals.
  • Learning and the attainment of skills and knowledge.
  • Inquiry as a learning strategy.
  • Logical reasoning
  • Reflection and the pursuit and enjoyment in learning
  • Encouraging achievement and enjoyment in learning
  • Rewarding achievement, encouraging positive self-self-esteem
  • Encourage critical thinking and collaborative learning
  • Establishing a non-prejudicial learning environment through gender inclusive language and learning material and avoid ling gender and / or racial stereotype .
  • Provide varied and constructive activities witch engage the variety of background existing within the student group

Life Skills

Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content, although they may require additional support, including adjustments to teaching and learning activities and/or assessment. However, for a small percentage of these students, particularly those with an intellectual disability, the Life Skills outcomes and content in each syllabus can provide a more relevant, accessible and meaningful curriculum option.

The classroom teacher, supported by the Learning Support Coordinator, develops a plan to implement Life Skills outcomes and content and assist the students in the learning process.

St Paul’s offers Life Skills in Stages 4 and 5 on a part- time and/or full-time basis.

 

Literacy

Literacy is one of the competencies necessary for effective particpation in life.

Lexia Reading Programs

  • build strengths in phonemic awareness
  • sound symbol correspondenc
  • decoding
  • fluency

Phonics and vocabulary - areas researchers have identified as essential to comprehension. At each level, students navigate indepndently through an increasingly to complex sequence of engaging, skill - building activities that use age en- appropriate graphics and high - quality audio with clear, consistent pronunciation. Students gain competence as the software automatically adjusts to each user's progress and presents additional practice when necessary. Lexia software provides a structured approach to mastering reading skills that correlates easily with lesson plans and curriculum standards. User - friendly database capabilites help teachers and administrators to monitor individual and group and group performance.

The Lexia Cross-Trainer is a software program program designed to improve cognitive development in students ages 7 to adults. the software helps students strengthen their:

  • thinking
  • memory
  • problem solving abilities

Improving preformance across subjects as varied :

  • Reading
  • Mathematics
  • Science
  • Social studies

An integral part of learning, feedback allows teachers to identify students' strengths and weaknesses.

Special Provisions

Special Exam provisions are practical arrangements designed to help students who could not otherwise demonstrate their skills and knowledge within a regular exam room.

The provisions granted are solely determined by the Board of Studies for the following reasons:

  • medical conditions
  • learning difficulty
  • hearing impairment
  • vision impairment
  • physical disability

At St Paul’s, where possible we offer provisions of:

  • enlarged exam paper
  • coloured exam papers
  • enlarged font
  • reader
  • writer
  • extra time
  • rest breaks
  • separate supervision
  • computer and printer
  • diabetic provisions
  • medication

ESL

ESL students are those who have language backgrounds other than English and who are learning English as their second or additional language at school. They include:

  • Students with minimal or no exposure to English, whether born overseas or in Australia to parents with language backgrounds other than English.
  • Students with no previous formal schooling in any country.
  • Students with severely interrupted education backgrounds.
  • Students with disrupted education in one or more countries returning to Australia
  • Aboriginal and Torres Strait Islanders learning English as their second or additional language at school.
     

ESL at the School Level

ESL education aims to assist students whose first language is not English to become competent enough in English to take an effective part in mainstream Australian social and educational activities. It aims to improve educational opportunities and participation in Australian society.

These aims are realised through a number of specific aims:

  • To develop students’ ability to function effectively in English in a wide range of social and learning contexts at school.
  • To develop students’ skills in listening, speaking, reading and writing in English, and to ensure that these skills are linked to all curriculum areas.
  • To facilitate student’s continuing conceptual development.
  • To build on student’s linguistic and cultural identities fostering confidence.
  • To assist in developing programs with multicultural perspectives.
     

The School Content

ESL Learning at St Paul’s is a multifaceted process. It involves:

  • Learning a new language and understanding a new culture.
  • Learning to socialise in the new language and new culture.
  • Learning to draw upon the cognitive and linguistic resources of the new learning environment.
     

The ESL students bring a wealth of knowledge and interest to St Paul's. They share their rich culture and traditions and bring a sense of awareness and belonging to our community.

Transition

Transition is the process where we at St Paul’s support the students:

  • Year 6 to Year 7
  • Year 10 to Year 11
  • Post School Options

Transition – Year 6 to Year 7

  • Orientation/information evening
  • School tour, family barbeque evening
  • Year 6 Student sport day
  • Formal school visits by Student Coordinator to Feeder Schools
  • Learning Support Coordinator attends IEP’s in Feeder Schools
  • Specialised Transition Program
     

Year 10 to Senior School

  • Student/parent information sessions with Assistant
  • Principal/Curriculum
  • Student subject selection
  • Student formal interview/contract
     

Post School Options

  • Careers Advisor
  • Year Meeting
  • Individual Education Plan/Learning Support Coordinator
  • University Open Day

Careful planning, information gathering and documenting of student needs and the roles and responsibilities of key partners equals a successful transition.