Considerable emphasis is placed on understanding, valuing and facilitating programs that meet the individual needs of every student at the school.
Consistent with the ‘Passion Principle’ and the ‘Clinical Principle’ of the ‘New Generation Learning’ model, each student is valued for who they are.
A deep understanding of student strengths, talents and interests is developed and careful planning and monitoring of progress undertaken to identify key learning goals to ensure future success and achievement.
The style of delivery reflects the needs of the individual and takes into account the way in which each student preferred learning style. A wide variety of approaches exist including:-
- Small Group
- Targeted Group within a classroom
- Like-Minded Group
- Mixed Ability based on interest
- Learning Mentors
- Extension and Remediation both within and outside the daily program.
The following strategies provide the main frame work through which this is achieved:-
Individual Learning Plans (ILPs)
Individual Learning Plans are devised for all students irrespective of ability. In the development of these plans, relevant information is gathered from testing, parents, the Classroom teacher and others. Goal setting, regular monitoring and review meetings are key elements in this approach.
Homework specific to the needs of each child is set on a weekly basis. This helps to ensure that the learning goals developed for the term are achieved and that homework is a relevant and meaningful activity.
Achieving - My Potential Sessions
These sessions, held with teaching staff outside the classroom program, provide students with additional opportunities to maximise their learning.
As part of the regular program, student achievement is continually monitored using formal observations, running records, checklists, work samples, review tests and student reflections. The Edutest company is employed twice annually (March and November) to provide ‘journey travelled data’ for each student over a nine month period.
Regular meetings to set goals, note progress and reflect upon the effectiveness of strategies form a key aspect of Individual Learning Programs. These are needs-based and include teachers, parents, students (as appropriate) and specialist providers.
This information provides valuable insight into student achievement against age-appropriate measures and feedback concerning program effectiveness.
In the key learning areas of English (reading, spelling, comprehension) and Mathematics (number, space, measurement, chance and data) diagnostic testing provides a further platform for the development programs specific to each child.
Where required, assessments involving Education Psychologists, Occupational Therapists, Audiologists and/or a specific language assessment are conducted to gain specific information in the construction of appropriate programs.
Comprehensive social, emotional and academic information on each child provides important background details for the new teacher, facilitating a smooth transition and program continually.
All of these strategies are used to provide relevant and success-rich opportunities for our students relevant to their personal interests, talents and abilities.
an independent coeducational school
SOUTHERN CROSS GRAMMAR