At Emmanuel, we recognise that each student learns differently and that more importantly, the individual needs of the learning must be supported. These requirements are met through the provision of the staff who make up our Learning Excellence Department. Approaches vary based on the age, stage and needs of the student with a view to provide appropriate care. Our integrated model at Emmanuel is to offer inclusive curriculum with opportunities for students to realise their potential and value. Our support and inclusivity is far reaching and widespread. Through the use of diagnostic testing tools, we also identify students who qualify for our Gifted and Talented Program, known as Catalyst.
Through a collaborative approach, each child’s needs are identified, planned for, implemented, and reviewed. In doing so, students’ progress in a safe and positive learning environment, as they continue to develop their skills and confidence.
Students with special learning needs who are not achieving at Year level or those students with gaps in their knowledge and understanding, who would benefit from either a Personal Learning Plan or an Individualised Education Plan are identified and supported. Analysis of standardised test results, NAPLAN results, school reports, reports from external specialists as well as parent information provided on the parent upon enrolment, is used to determine students requiring additional support.
Education Assistants work throughout various classrooms to support targeted students in Years 7 – 12. Their aim is to help develop the students’ skills as well as their confidence and sense of achievement.
Emmanuel also caters for students by providing Enrichment classes in English and Maths in Years 9 – 10. The classes run at the same time as mainstream classes on the timetable. These smaller classes also include support offered by an Education Assistant to help deliver the programme and optimise the teacher to student ratio. The Enrichment classes follow the same content as mainstream classes but include more skills-based work as well as differentiation of the curriculum to accommodate students’ learning needs.