• 2013 Annual Report Banner
  • Action Area 2 – Learning and Teaching

     

    Student Learning Needs

    The Student Learning Needs Staff Group at the Catholic Education Office Melbourne (CEOM) works directly with educators, parents and students to strategically support learners, guided by Gospel values and a strong belief in justice and equity. Having the student at the heart of education while providing guidance in understanding the demands of the curriculum, the Student Learning Needs Staff Group assists teachers to select the most appropriate educational pathway for students with additional needs.

    Early Years Literacy Intervention Strategy

    The CEOM’s Literacy Intervention Strategy for the early years developed over a number of years, largely as the outcome of findings from two research projects by the CEOM, the University of Melbourne and other partners: Oral Language – Supporting Early Literacy (OLSEL) and Enhancing Reading.

    The combined outcomes of the research and the partnership with the University of Melbourne currently support the provision of four training components which are interrelated and focus on building teacher capacity to meet the needs of at-risk students:

    • Postgraduate Certificate in Early Literacy Intervention (PGC_ELI), University of Melbourne
    • Enhancing Reading Intervention Knowledge (ERIK) program
    • Oral Language-Supporting Early Literacy (OLSEL) and the Oral Language subject
    • Phonological Early Reading Instruction (PERI).
     

    OLSEL website
    Oral Language-Supporting Early Literacy (OLSEL) website 

    Aboriginal and Torres Strait Islander Education

    In 2013 there were 485 Aboriginal and Torres Strait Islander students enrolled in Catholic primary and secondary schools across the Archdiocese of Melbourne. The education Aboriginal and Torres Strait Islander students in Catholic schools is underpinned and supported by two strategies:

    1. CEOM’s Student Wellbeing Strategy 2011–2015 
    2. DEECD’s Aboriginal and Torres Strait Islander Education Action Plan 2010–2014.
     
     

    Personal Story 

    Action Area 2 

    Daniel Buttacavoli
    Curriculum Coordinator
    Emmanuel College, Point Cook
     

    The work of the teachers at Emmanuel College is driven by the College motto, taken from John’s Gospel, to live ‘life to the full’. We use it to guide us in our mission to develop our students as a whole individual – academically, socially and spiritually. We are continuously challenged to create and deliver learning opportunities that connect students to their experiences of the world.

    To achieve this goal in 2013, the College began transforming its junior school curriculum. We did this through a staged roll-out of Project Based Learning (PBL) as the key mode of teaching and learning across Years 7, 8 and 9. Using PBL, we can challenge our students with real world issues and problems that really engage them because the topic matter is relevant and meaningful to their lives.

    I represented the College at PBL conferences in New Orleans, Detroit and Dallas to learn more about PBL best practice and innovation – and observed how other schools in Sydney, California and Texas were delivering the program.

    These opportunities provided fantastic learning experiences that I could share with the College staff to benefit our learning and teaching approaches, and at a personal level I was very excited about the potential for PBL to benefit the students in my classroom.

    Year 12 Graduation Dinner
    Year 12 Graduation Dinner for Aboriginal and Torres Strait Islander students 

    Aboriginal and Torres Strait Islander Education initiatives in 2013 included:

    • Djaambi Day: 115 Aboriginal and Torres Strait Islander students from 24 Catholic schools were invited to attend the Djaambi Day gathering
    • Western bulldogs Nallei-Jerring Koorie Youth Program
    • Watta Watnanda Education and Cultural Day for Aboriginal and Torres Strait Islander students in secondary Catholic schools
    • Year 12 Graduation Dinner: in 2013, 28 Aboriginal and Torres Strait Islander students from 20 secondary schools across the Archdiocese of Melbourne completed Year 12
    • World of Work (WoW) Week: over one intensive week, 26 Aboriginal and Torres Strait Islander Year 10 students were given the opportunity to increase their awareness on what it takes to be successful in the world of work
    • Professional Learning: Aboriginal and Torres Strait Islander Perspectives in the Australian Curriculum
    • Technology Enriched Curriculum Project (TECP): the TECP was rolled out across 15 selected schools across Victoria to explore the use of Information and Communication Technologies (iPads)
    • Yarra Healing website www.yarrahealing.catholic.edu.au.

    WOW Week 2013
    Aboriginal and Torres Strait Islander students participated in World of Work Week 2013 

    New Arrivals–English as an Additional Learning Program

    In 2013 funding was sought for 220 New Arrivals students and 804 recently enrolled Refugee Background students in the Archdioceses of Melbourne. New Arrival–English as an Additional Language initiatives in 2013 included:

    • Refugee Support Strategies
    • Professional learning for teachers.

    More Support for Students with Disability

    The More Support for Students with Disability (MSSD) is a national partnership between the Australian Government, the Victorian Government, the independent and Catholic schools sectors. The MSSD project sought to improve Archdiocesan schools’ ability and capacity to support students with a disability.

    The MSSD team from the Student and Family Engagement Staff Group hosted the Celebrating Diversity in Contemporary Learning Symposium on 14 and 15 October 2013 at the Catholic Leadership Centre. The main focus of the Symposium was on contemporary models of support for students with additional needs.

    Gifted Education

    In 2013 educational consultation, support and access to resources were available to assist Student Learning Needs staff in the Regional Offices in identifying gifted students, assessing specific needs and making appropriate programming recommendations to practitioners.

    Other Initiatives

    • Nationally Consistent Collection of Data
    • Online Referral Process
    • Speech Pathology Services and Psychology Services
    • Sponsored Study: the CEOM in partnership with the University of Melbourne provided Sponsored study for the Professional Certificate in teaching EAL Students in mainstream classroom – Primary and the Postgraduate Certificate in Early Literacy Intervention
    • Visiting Teacher Services (Physical/Health Impaired, Hearing/Vision Impaired)
    • Referral Services

    Professional Learning Activities

    Professional Learning Activity Number of Participants
    OLSEL – Oral Language Support Early Literacy 55
    ERI – Enhancing Reading Intervention Knowledge 71
    PERI – Phonological Early Reading Instruction 111
    Enhancing the Capacity of Learning Support Officers 47
    iPads and apps for students with additional needs 65
    iPad apps for differentiated learning 80
    Professional Certificate in TESOL – ESL in the Primary Curriculum 24
    Supporting the education needs of refugee background students 75
    Identifying and monitoring ESL secondary students 21
    School-Wide Positive Behaviour Support 120
    Enhancing Learning with Technology – Autism and Positive Behaviour 49
    Indigenous Perspectives in the Australian Curriculum 46
    More Support for Students with Disability Full Cluster Meeting 95
    International best practice provision for gifted students 25
    Total 884