Whole School Structures
All students, given sufficient time and support, can learn and achieve. Organisational approaches that schools may choose to implement includes:
Collaboration with parent/guardian/carer
As the primary source of knowledge about the student, parent/guardian/carer involvement is central to achieving student success. Involving the family in curriculum planning is an approach that recognises the student as a functioning member of the broader community. Acknowledging and involving the student’s family can establish positive relationships and promote communication.
Implementation of a whole school curriculum plan
There is no single approach to curriculum planning. However, an inclusive approach incorporates the belief that all students can learn and progress, and a commitment to a collaborative relationship between students, family, school and the community.
For students with disabilities units of work can be linked to the standards by:
- developing a whole school plan
- identifying key concepts from the learning focus statements
- incorporating domains across the three strands
- identifying relevant knowledge, skills and behaviours from the relevant domain
- setting goals and developing individual learning plans
- providing alternative learning pathways for demonstrating achievement of the standards.
Use of appropriate language
Undertake curriculum program planning using a plain language model to ensure the student and parent/guardian/carer are comfortable within the process, and are not excluded by technical terminology or jargon.
Evaluate the learning environment
An evaluation of the general layout of the school and specific classroom settings may result in modifications to ensure individual access and equity to learning opportunities.
Access mainstream services and community supports
Access mainstream services and community supports that promote social inclusion, positive learning environments and participation in school settings.