The Department of Education through its Learners First Strategy 2018 -2021 is committed to every learner every day. The Department strives to bring these values to life and actively promotes participation and achievement to progress learning, development and achieve success for all. As part of this commitment the department has a focus on prioritising supports and resources for learners with disability and for whom English is an additional language. These provisions work to minimise barriers and promote wellbeing to better enable learning outcomes through a continuum of support centered on collaboration, student agency and evidence-informed practice.
Students are encouraged and supported to attend their local government school and make connections with Child and Family Centres and Launching into Learning programs before they start school.
Child and Family Centres and schools can assist families, children and young people with a range of integrated and targeted specialist services and resources.
School staff have access to a support teacher in every school and specialist staff such as social workers, school psychologists, speech and language pathologists, autism consultants, and inclusion and access coordinators to assist with physical access requirements.
Quality Differentiated Teaching Practice
The Department upholds students’ right to access rich, robust learning programs founded on curriculum frameworks such as the Australian Curriculum that offer flexibility, rigour and promote learners’ success with learning. This connection is further supported through quality differentiated teaching practice that includes adjusting the content, pedagogies, products of learning and learning environments to promote achievement across the breadth and depth of learners’ diversities.
The Department’s Good Teaching, Differentiated Classroom Practice for All provides further information in relation to quality teaching practice.
Quality differentiated teaching practice is the universal platform from which teachers build adjustments to further remove barriers and impediments to learning. Adjustments range from this basis to supplementary, substantial and extensive levels. Adjustments are further described through the Nationally Consistent Collection of Data website.
Learning plans are used by teachers to help personalise learning programs and note adjustments which help students learn best. Teachers work with students, families, specialist staff and others who are relevant to the student’s learning and wellbeing to create, implement, evaluate and revise learning plans.
To find out more about learning plans, refer to the Learning Plan Procedure.
Inclusive Practice – Illustrations of Practice
Personalised learning takes a team approach, centered on the student’s strengths, aspirations and needs.
The Department has developed six visual illustrations of practice that reflect personalised learning to support learning for students with disability.
These illustrations can be found at: Students with Disability Illustrations of Practice.
English as an Additional Language
The EAL Program aspires to improve educational opportunities and outcomes for newly arrived students by providing resources that develop English language competence and facilitate access, participation and engagement in mainstream educational activities.
Further information in relation to English as an Additional Language, is available at Teaching and Learning – EAL.
To find out more about personalised learning or how students with diverse needs and disability are supported, refer to Key Contacts.