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.
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:
Oral Language-Supporting Early Literacy (OLSEL) website
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:
Daniel ButtacavoliCurriculum CoordinatorEmmanuel 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 for Aboriginal and Torres Strait Islander students
Aboriginal and Torres Strait Islander Education initiatives in 2013 included:
Aboriginal and Torres Strait Islander students participated in World of Work Week 2013
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:
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.
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.
Login to CEVN