From the Director of Learning Enhancement

From the Director of Learning Enhancement

Personalised Learning 
 
There are four key elements in personalised learning which reflect the teaching and learning cycle. 

– Consulting and Collaborating with the student and/or their parents, carers or guardians
– Assessing and identifying the needs of the student 
– Providing reasonable adjustments to address the identified needs of the student 
– Monitoring and Reviewing the impact of adjustments 

 
Consultation and collaboration is the cornerstone of fostering a supportive and inclusive educational environment. Open and constructive dialogue supports educators to gain valuable insights into each learner. This collaborative approach ensures that goals and adjustments are tailored to the individual. When voices are heard and perspectives respected, the educational experience becomes a partnership.   
 
Congratulations to some of our senior students who have presented to the Learning Enhancement Department and respectfully requested support. As a result, these student-led conversations provided the opportunity to set reasonable adjustments to support equal access and participation in the curriculum. This process fosters a supportive framework for addressing identified needs whilst nurturing a sense of autonomy and agency in the learning process. 
 
Student-centred learning and the Nationally Consistent Collection of Data on School Students with Disability (NCCD) 
 
Every year, schools across Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). This process involves identifying existing information within the school about the supports and adjustments provided to students with disabilities, in accordance with the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, as outlined in the NCCD guidelines (2019). 

The data provided to the Australian Government includes: 

  • Year of schooling 
  • Category of disability: physical, cognitive, sensory, or social/emotional 
  • Level of adjustment provided: support within quality differentiated teaching practice, supplementary, substantial, or extensive 

This information helps schools to: 

  • Formally recognise the supports and adjustments provided to students with disabilities
  • Consider ways to enhance support for students with disabilities
  • Develop shared practices to review and improve educational outcomes for students with disabilities

The NCCD also provides state and federal governments with the necessary information to plan for the broader support of students with disabilities. Importantly, the NCCD does not directly impact parents or students, as no additional testing or surveying is required. Schools curate and provide existing data to the Australian Government in a manner that ensures the privacy and confidentiality of all students. All information is protected by privacy laws regulating the collection, storage, and disclosure of personal information. For more details, please refer to the Australian Government’s Privacy Policy.

– Stephanie Dimitrelis
Director of Learning Enhancement