At St Luke’s College, all students are provided with opportunities, guidance and strategies to help them become life-long learners.
The Curriculum Care Team (CC Team) provide support for students with diverse learning needs and disabilities by working closely with staff and students.
St Luke’s College is committed to inclusive learning and as a result the CC Team works closely with staff to develop effective classroom plans that support the learning of all students.
Students with higher learning needs are provided with access to support staff that assist with the engagement and learning of the individual student.
How does the CC Team support your child at St Luke’s College?
The CC Team at St Luke’s College support your child through:
- The coordination and monitoring of all student Individual Education Plans (IEPs), Curriculum Adjustment Plans (CAPs) and Individual Behaviour Plans (IBPs);
- Meeting with parents and/or coordinate meetings with parents and relevant staff;
- Collation and submit Student with Disabilities (SWD) applications;
- Liaising with specialist support agencies where required (such as School of Sensory Needs, Family and Children’s Services, Connect- paediatric therapy services, Dyslexia Speld Foundation, Autism Association of WA, School Psychologist, Students and Disability Team: Student Services Consultant, etc);
- Individual or small group support;
- Assistance to staff about differentiation of teaching and learning program;
- Provision of feedback to relevant staff on student progress;
- Data management;
- Being active and collaborative members of the School Improvement Team;
- Provision of specific tutoring to students as extra support before, during class breaks and after school;
- Provision of resource development for staff to assist in teaching and learning program;
- Provision of information about specific learning disorders and disabilities;
- Provide NAPLAN and OLNA Coordinators with information about the needs of specific students under testing conditions in accordance with SCSA standards.
Please note the above list is not exhaustive. It comes down to “never see a need without doing something about it” – Saint Mary McKillop.
Students in Year 10 to 12 who are yet to obtain their OLNA for WACE graduation receive extra tutoring to help them prepare for upcoming tests. These lessons are timetabled once a week and the students are given individualised programs to best prepare them for upcoming tests.
At St Luke’s College we offer the Sounds-Write Program to students who have Dyslexia and low literacy, to help them access the curriculum by bridging the literacy gap. This program only runs for Year 7s (unless other arrangements have been made) and is a synthetic phonics intervention program whereby students complete three 20-minute sessions each week out of a timetabled class. This program allows students to work at their own pace and they complete the program after they have shown phonics competence or at the end of the year. Students phonics understanding is assessed before and during the program to determine the needs and intensiveness of the program.
Whole school vocabulary program
The St Luke’s vocabulary program is a research informed practice. It is based on a three-tiered language model developed by Beck, McKeown and Kucan (2013).
“The size of vocabulary, that is, the number and variety of words that children know…. is a significant predictor of reading comprehension in the middle and secondary years of schooling, and of broader academic and vocational success” (Biemiller, 1999; NICHD, 2000; Scarborough, 2001).
Tier 1 are basic everyday words.
Tier 2 are high frequency words that are interesting, more precise and sophisticated; commonly used by mature language users.
Tier 3 are subject specific. These are generally the terminology needed to understand specific concepts.
Words are introduced weekly to students in PCG and then they are practiced throughout the week in different classes across learning areas. This is finished with an end of term competition whereby students and parents participate.