Personalised Learning

Elwood College provides individual support to ensure that all students are able to access the curriculum and thrive. We provide continuity throughout the sub schools and create a place for paraprofessionals to support students.

The Middle Years Literacy and Numeracy Support (MYLNS) initiative

The MYLNS initiative provides intensive teaching support to Year 10 students in government secondary schools who are at risk of finishing school without the literacy and numeracy skills they need for future work, education and training.

This initiative gives students additional teaching support to improve their literacy and numeracy. The funding is for secondary schools to release experienced teachers as numeracy and/or literacy improvement teachers to work directly with Year 10 students prioritised for support.

Tutor Program

Overview and Student Selection

The Tutor Learning Initiative will support students whose learning was disrupted or impacted by the coronavirus pandemic.

Each Sub-school will have between 15 to 20 students engaged in tutoring.  Tutoring sessions will occur at least twice per week, for groups of up to five students.

Sub-school Directors will analyse learning data and well-being information to nominate students to work with tutors and will liaise with students and families for consent and to brief them on the program.  Students’ participation is voluntary, but they must commit to the semester of tutoring.

Individual Education Plan (IEP) and Progress Monitoring

Students in the tutoring program will have an IEP (modified for the Tutor Learning Initiative) that will be developed with the tutor and student in consultation with the Sub-school Director and/or Learning Specialist.

Tutors and students will regularly report on their learning progress to Sub-school Directors. Tutors, teachers and Sub-School Directors will develop monitoring cycles appropriate for tracking students’ learning progress in a timely manner (5 – 8 weeks).  Sub-school Directors will assist tutors in communicating learning progress to families.

Tutors will provide written reports following the usual reporting cycle.  The format of the reports will be developed during Term 1 and will reflect the learning goals established in the IEP.

Practice Approach

Tutors will use a hybrid practice approach of small group learning occurring in or out of class depending on the learning needs of students.  Decisions about which approach to use when will be made through consultation with tutors, classroom teachers, MYLNS teachers and Learning Specialists. 

Tutoring will complement the current curriculum, not replace it.  The goal of tutoring is to ensure students’ remote learning experience in 2020 does not compromise their long-term learning, and to accelerate students’ learning growth through targeted, direct teaching.

Disability Inclusion

Disability Inclusion Profile process supporting information is used to confirm that the ‘level of adjustment’ accurately matches the student’s needs. Schools are required to collate and submit supporting information. A flexible approach is taken to the supporting information requirements and the facilitator may ask for further verbal clarification or documentation at the profile meeting to understand the student need and level of adjustment accurately. This approach minimises the burden for schools and families in collating information and allows for a broad range of sources to be used as supporting information.
Disability Inclusion Profile Supporting Information Checklist

Career Practitioners

Pathways and VET Coordinator

Role

The Pathways and VET Coordinator oversees the planning for students’ post-secondary options; with an emphasis on school engagement and effectively planned transitions into further study and/or employment.  Working closely with Sub-school Directors and Learning Coordinators, a careers curriculum is planned and delivered to students across the college.  As students progress through the college, the Pathways Coordinator manages individual careers plans, and counsels students and parents about post-secondary options.
Pathways and VET Coordinator (RBT)

Student Leadership

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