Learning Support

At Trinity Catholic College, the Learning Support Team provides support and programs for students with disabilities. All students who have been identified as having a disability (i.e. diagnosed or Imputed) are part of the National Consistent Collection of Data (NCCD). Four pieces of evidence in the following areas, need to be provided within each Census period (August to August) for each student; consultation, assessed need, adjustments and review. The administration and completion of this data, as well as creating Personalised Plans, is initiated by the Learning Support Teacher Case Manager and is developed in a collaborative meeting of all relevant stakeholders i.e. class teachers, Leaders of Learning, Leaders of Wellbeing and Engagement, Psychologists, any external providers/specialists, parents and the student.

Students have the opportunity to undertake partial or full Life Skills Programs during Year 7 to 10.

The four core subjects of Mathematics, English, Science and HSIE are taught by a specialist Learning Student Teacher in a discreet setting. At Trinity Catholic College, we advocate for inclusivity and hence offer Life Skills courses in PDHPE, Religious Education, Music, Visual Arts, Technology and Stage 5 electives in mainstream classes supervised by the classroom teacher. Composition of student courses are based on the needs of the student and are in consultation with all stakeholders.

Learning Support Teachers and Assistants provide in class support in targeted subject areas, for students on NCCD to assist and advise both classroom teachers and the students, in accordance with their level of funding (i.e. Quality Differentiated Teaching, Supplementary, Substantial and Extensive). A student profile is available on Compass with relevant plans, provision of task adjustments, recommended teaching adjustments and goals attached.

The Curriculum Support Program (CS) is for students who are funded under the National Consistent Collection of Data (NCCD). These students are given the opportunity to access support for one or part of a lesson per week/fortnight, to work within a small group, in a supportive environment, with the guidance and support of a Learning Support Teacher. Goals are prioritised and the lesson is focused on areas such as planning, organisation, exam preparation and either starting or completing assessment tasks. Adjustments to tasks is discussed between the Learning Support teachers and classroom teachers and other learning tools such as various scaffolds, checklists, or alternative formats for assessments are made to support students learning. Students can also be booked into the Learning Hub via Compass by classroom teachers in consultation with the student and the relevant Learning Support Teacher Case Manager.

Another type of support program which is available is the Year 10 ROSA (Record of Student Achievement) and Transition to Stage 6 Support Program. During Term 4 each year, Year 9 students, who are part of NCCD, meet with the Learning Support Case Manager and discuss their strengths, preferences and goals for the future. The schools’ Careers Adviser, Leader of Wellbeing and Engagement, Learning Support Teachers and any other relevant stakeholders, meet each student, either in a group and/or individually, to set goals and plan for the events and tasks which need to be completed during Year 10. A number of external and internal tasks need to be completed to meet the compliance standards for the ROSA i.e. Minimum Standards for the HSC, school attendance and evidence of accessing in class tasks and completion of assessment tasks. Other programs such as Work Experience, TAFE YES Program, White Card and First Aid Certificates are also an option throughout the year.

Year 6 to Year 7 Transition Program for Students with Disabilities (NCCD) is a collaborative process where Learning Support staff at Trinity Catholic College work closely with pathway and non-pathway primary school staff, parents and students which ensures a smooth transition from primary to high school. Transition for high school is initiated by the Primary School Learning Support Team during Term 2 of each year. This involves the Leader of Learning, Learning Support, Learning Support Case manager and other relevant stakeholders attending the students’ Personalised Planning Meetings. Scheduled visits and observations in the primary school setting, as well as additional tours and peer mentoring in the high school environment, are available when appropriate.

Trinity Catholic College provides Task Provisions for students on NCCD in years 7 to 10, in exams, tests and assessments. Students who have a diagnosed or imputed disability which prevents them from accessing the curriculum, at the same level as their peers, can have additional supports relevant to their disability. The school follows the same eligibility criteria which NESA (National Education Standards Authority) outlines. These provisions, dependent upon the level of need, include extra time, separate supervision, rest breaks, a reader, scribe or computer use. Documentation from a specialist outlining the recommended provisions is to be included when making an application for Disability Provisions for Years 11 and 12. The Learning Support Team provide a list of students who require additional provisions which all teachers can access through Compass and it is regularly updated throughout the year. Organisation of Semester one and two task provisions and Disability Provisions for exams, is provided and supervised by Learning Support Team members. Provisions for in class tasks and assessment is organised by the classroom teacher in collaboration with relevant Learning Support staff.

Helpful links include:

• Disability provisions | NSW Government
• Disability Standards for Education – Nationally Consistent Collection of Data
• Learning Support | Catholic Schools Maitland-Newcastle