Inclusive Education
Junior School Enrichment
‘Every student matters every day.’
For this to be appropriated in the Junior School we must first acknowledge that students have diverse needs and will require differentiated programs which support different learning styles and a flexible curriculum.
What does enrichment look like in our College?
Key:
GAT: Gifted and Talented
EMU: Extending Mathematical Understanding
ENI: Early Numeracy Interview
HMP: Home Mathematic Program
HRP: Home Reading Program
This year many of our students have been actively engaged in enrichment programmes in one form of learning experience or another. This could be as a whole class, in small groups or in individual environments.
April Ledger, Enrichment Coordinator
Senior School
The Learning Centre in the Senior School
Promotes resilient learners
‘Inclusion is more about responding positively to each individual’s unique needs … [and] is less about marginalizing students because of their differences.’ International Baccalaureate
Helena College provides inclusive practices that promote resilience in all learners. Staff and students benefit from the professional development and knowledge of best inclusive practices. The engagement in student-centred approaches to teaching and learning at a ‘whole school’ level aims to develop a positive educational culture. The following eight factors are promoted at Helena College for students to gain the most from their education:
- High expectations for students
- Support provided for students
- Metacognition
- Broad range of learning styles
- Flexibility and acceptance
- Opportunities for self-reflection, critical enquiry, and problem solving
- A sense of belonging in a prosocial atmosphere and
- Providing structure, preparation, and planning
| High expectations for students | Students who are given high expectations achieve higher rates of academic success and lower rates of problematic behaviours. |
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| Support provided for students | Teachers who believe in the potential of their students and provide adequate support empower them to become self-directed and resilient learners. |
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| Metacognition | Learning how to think about how one learns provides motivation and creates positive beliefs, moods, and behaviours in students. |
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| Broad range of learning styles | A variety of teaching methodologies and perspectives, based on students’ strengths, interests, and experiences best encourage students to hear other people’s ideas. |
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| Flexibility and acceptance | Adjustments in curriculum delivery are sometimes appropriate, especially for students who have Special Educational Needs, to help them achieve learning outcomes. |
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| Opportunities for self-reflection, critical enquiry, and problem solving | Evaluation systems that support resilience take into account authentic assessments and foster an environment of self-reflection. |
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| A sense of belonging in a prosocial atmosphere | Conveying a belief in students’ capabilities, networking with parents, family members, friends and other members of the community builds a resilient and optimistic attitude. |
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| Providing structure, preparation and planning | Setting clear and consistent boundaries within a caring and supportive environment provides opportunities for meaningful participation and fosters optimism and self sufficiency. |
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The Learning Centre aims to create an effective, warm, friendly, healthy, and protective learning environment to improve the quality of education in an inclusive atmosphere. Team members include Mrs Manassah, Mrs Hogan, Mrs Boyett, Mrs Stachowicz, and, in fact, all the teachers at Helena College.
Chris Stachowicz, Learning Centre coordinator