High Achieving Students
Students who have academic, sporting or cultural talents are provided with opportunities to further develop these talents.
Students can participate in a range of co-curricular activities, (e.g. choir, instrumental music, interschool sport, academic competitions and robotics). These opportunities allow students with specific talents to extend and enrich their experience at school.
Classroom teachers provide differentiated learning for students in their class using a range of strategies including grouping students according to ability and extension activities.
Students with specific talents and demonstrated achievements can be referred by their teacher to the Student Support Services Team. The team will identify any specific assessments which may be required and develop an Individual Enrichment Plan. The plan is monitored by the class teacher and the Learning Support Teachers.
Students with Learning Difficulties
A number of processes and practices are established at Minimbah to identify and support students at risk of not engaging in schooling, or achieving to their ability. At Minimbah:
Classroom teachers are provided with detailed processes and tools to monitor student progress and identify students who may require additional support. They deliver classroom programs designed to meet the learning needs of each student. Students who have difficulty achieving success in the classroom are identified and referred to the Student Support Services Committee for further evaluation.
The Student Support Services Committee reviews referrals from teaching staff based on data and observations relating to academic progress, social integration and behaviour. The Student Support Services Committee establishes appropriate intervention strategies across a range of in-school services and external agencies.
The school’s Learning Support Teachers utilize data (including PAT data and a range of school based diagnostic testing) to identify students who are not achieving at expected levels. They work collaboratively with classroom teachers to develop the most appropriate intervention strategies based on the needs of individual students. Intervention strategies can include classroom learning adjustments or direct support from Learning Support Staff either individually or in small groups. Our 2013 Support Teachers Literacy and Numeracy; are Jodie Cousins (Teacher in Charge) and Sue Winter.