Learning and Support

Goals

The Learning and Support Faculty aims to provide personalised learning and support that is underpinned by evidence of four key elements or areas of activity:

• assess individual education needs of students
• provision of adjustments or support to meet a student's assessed needs to access syllabus outcomes and content on the same basis as their peers via a personalised approach to teaching and learning that delivers rigorous, meaningful, and dignified learning programs
• monitor/review the impact of the adjustment or support being provided for the student
• consultation and collaboration – of teachers with parents, support staff and other professionals where required so that students themselves and their parents and carers are actively involved in decision-making

Links

• Personalised Learning & Support
• Disability Discrimination Act 1992
• Disability Standards for Education 2005

Activities

• Learning Assistance Centre
• small group intervention: reading, EAL/D
• in-class support: LaSTs, SLSOs, EAL/D
• disability provisions: application and implementation
• assessment of data specific to the individual student, such as reading and numeracy, language, communication, social/emotional, behaviour, health care, attendance, and their personal and cultural context
• Learning Adjustment Registers (LAR) and/or Personalised Learning and Support Plans (PLaSP) for identified students
• student assessment eg York Assessment of reading and comprehension

Team

• Melissa Pappin ^_LAST
  
• Angela Brown ^_LAST
• Nicole Moore ^_EAL/D
• Tracey Jones ^_SLSO
• Sally Kearney ^_SLSO
• Jennifer Means ^_SLSO
• Fiona Taylor ^_SLSO
• Pauline Vesper ^_SLSO