special education program diverse learning...basic cricket skills of batting, bowling and fielding...

Z:\9_PARENT AND COMMUNITY ENGAGEMENT\9b. Enrolment System\Enrolment Packages\Year 11\2020\2020 Diverse Learning Year 11 & 12\2020_Diverse Learning_Year 11 & 12_ Information Book.docx

W O R E E S T A T E H I G H S C H O O L

2020 – Year 11 & 12

Special Education Program Senior Secondary Subject Information Booklet

Diverse Learning Senior Secondary Information Booklet

DIVERSE LEARNING (DL)

Students with disabilities (SWD) who access support through the Diverse Learning (DL) have made choices with their support team about individual pathway options.

Planning pathways for transition from school to life after school begins formally in Year 10. Student programs are monitored and discussions around student futures begin when young people are transitioning into Senior Secondary Education. Students with verified disabilities are allocated a Case Manager who ensures the individual learning needs of students are met.

Diverse Learning teaching staff develop individualised programs for students who access education programs at Woree State High School. The student’s study program will be negotiated with the Head of Special Education Services (HoSES) and with the student’s case manager. An appointment with the Case Manager is essential so as to plan a student’s program prior to the commencement of the school year.

Pathways Diverse Learning students may elect to enrol in senior schooling in one of the following ways:

• Full mainstream subject load – Queensland Certificate of Education (QCE) or Australian Tertiary Admission Rank (ATAR) eligibility

• A combination of both Special Education Program subjects and mainstream subjects – Queensland Certificate of Education (QCE) or Queensland Certificate of Individual Achievement (QCIA)

• Enrolled solely in subjects delivered by Special Education Faculty – Queensland Certificate of Individual Achievement (QCIA) eligibility

Senior Diverse Learning staff (Case Managers, teachers and teacher aides) will support students in all of the above senior pathways.

Queensland Certificate of Individual Achievement (QCIA): the QCIA reports the learning achievements of students who are on individualised learning programs. The QCIA adds to the suite of certificates that the QCAA issues and ensures that the educational achievement of all students can be recorded on a quality certificate.

The Senior Diverse Learning Program has been developed using the Australian Curriculum, the Curriculum to Classroom programs, the QCAA Guidelines for individual learning, as well as the implementation of teaching strategies relating to the learning needs of students with disabilities.


Diverse Learning uses the following QCAA Curriculum Organisers which are taken from the Guidelines for individual learning (GIL): • Communication and technologies (CT) includes literacy and communication; language

comprehension and use; and operation of digital and other technologies

• Community, citizenship and the environment (CCE) contains community access and humanities-based content about the local and wider communities • Leisure and recreation (LR) incorporates hydrotherapy; health and physical education; visual and media technologies; and performing arts – dance, drama, music, movement • Personal and living dimensions (PLD) covers personal and social development; safety; meal preparation; aspects of first aid; and everyday numeracy skills • Vocational and transition activities (VTA) explores options for living independently and interdependently; work experience possibilities; enterprise programs; volunteering skills; transport training; study skills (homework, assignment, exam support); and home management skills

GI L

Faculty: DL Contact person: HoSES – Alicia Smith and Senior DL Staff

Prerequisites: SWD. Only Verified students with a disability Z:\9_PARENT AND COMMUNITY ENGAGEMENT\9b. Enrolment System\Enrolment Packages\Year 11\2020\2020 Diverse Learning Year 11 & 12\2020_Diverse Learning_Year 11 & 12_ Information Book.docx

Subject type: GIL Communication and technologies Subject: Modified English Communication Lessons per week: Max 4 per subject

Timetable Codes: MEN (10, 11, 12)

COMMUNICATION and TECHNOLOGIES (CT)

Taken from the DL Curriculum Framework (Guidelines for Individual Learning)

Students gain knowledge, understanding and skills in literacy and digital and other technologies.

Why Study Communication and technologies? Communication involves the student learning to comprehend language in listening, reading and viewing. Students learn to use language to communicate with others through speaking, writing and creating. Technologies involves the student learning to operate digital and other technologies, including those for listening, reading, viewing, speaking, writing and creating language and texts and calculation. They learn technical and social protocols for appropriate use of digital technologies to interact with others.

What are the courses of study within Communication and technologies?

Modified English Communication (MEN) Program topics will include:

Me, Myself & I – exploration of leisure pursuits which may interest students What’s Out There/Who’s Out There – research and gather information on a local community

leisure/service organisation/prominent citizen and present findings to class Pimp My Design Brief – students explore expressions of personal taste and fantasy through

a design brief Sign on the Dotted Line – public documents, letter writing and e-communications

What Skills Will I Develop? Language comprehension – listening, navigating, reading, viewing, interpreting and responding Language use – communicating behaviours, interacting and composing, presenting Operation of digital and other technologies – purpose of and audience for technologies, troubleshooting Written Communication – responding to a variety of written genres using real life examples

What’s It Worth? Meets QCIA eligibility criteria Prepares students for Literacy requirements for future studies

Contact: Mrs Alicia Smith Head of Special Education Services Phone: (07) 4081 5219 Email: [email protected]

B1 – Senior Secondary DL room Phone: (07) 4081 5224 Email: [email protected]

Faculty: DL Contact staff: HoSES – Alicia Smith and Senior DL Staff

GIL

Prerequisites: SWD. Only Verified students with a disability


mailto:[email protected]


Subject type: GIL Community, citizenship and the environment Subjects: Modified Science Lessons per week: Max 4 per subject

Timetable Codes: SSC (10, 11, 12)

COMMUNITY CITIZENSHIP and the ENVIRONMENT (CCE)


Students develop knowledge, understanding and skills about communities, citizenship and the environment.

Why Study Community, citizenship and the environment? Students learn about active citizenship and participate in and contribute to their local and wider communities. They learn about changes over time and across locations. They explore the world around them and investigate the natural and constructed features of places and different environments and the relationship between people and places. They learn about how scientific understandings can inform decision making about people, environments and their relationships.

What are the courses of study within Community, citizenship and the environment?

Modified Science (SSC) Program topics will include:

The local and wider environment using the senses People using science in their daily lives Scientific understandings, discoveries and inventions Science and technology contributing to finding solutions to issues How people use science in their occupations The importance of environments to animals and people, as well as views

on protecting them Create a plan to use scientific evidence to solve a community problem

What Skills Will I Develop? Making decisions using scientific understandings – experiencing the joy of scientific discovery and nurturing the natural curiosity about the world, developing critical and creative thinking skills

What’s It Worth? Meets QCIA eligibility criteria



GI L Faculty: DL Contact staff:

HoSES – Alicia Smith and Senior DL Staff Prerequisites: SWD. Only Verified students with a disability




Subject type: GIL Community, citizenship and the environment Subjects: Senior Transition Program Lessons per week: Max 4 per subject

Timetable Codes: SMU (10, 11, 12)

COMMUNITY CITIZENSHIP and the ENVIRONMENT (CCE)


Students develop knowledge, understanding and skills about communities, citizenship and the environment.

Why Study Community, citizenship and the environment? Students learn about active citizenship and participate in and contribute to their local and wider communities. They learn about changes over time and across locations. They explore the world around them and investigate the natural and constructed features of places and different environments and the relationship between people and places. They learn about how scientific understandings can inform decision-making about people, environments and their relationships.

What are the courses of study within Community, citizenship and the environment?

Senior DL Humanities (SMU) Program topics will include: Active citizenship in local and wider communities

Engage with the ideas of what makes a community e.g. a common location, shared purposes, lifestyle choices, employment/industry

Identify home and school within the local community Identify different types of communities, including Aboriginal communities and Torres Strait

Islander communities Show awareness of the role of the individual in different communities.

Similarities and differences between past and present Show awareness of people, events and objects in the past, present and future Show awareness of different individuals and groups within communities including: families;

peer and friendship groupings; community organisations; and service providers Recognise that communities exist at different levels — local, state, national, regional and

international, and change and develop over time What Skills Will I Develop? Active Citizenship in local and wider communities – decision making in communities, participating in and contributing to communities Similarities and differences between the past and present – changes in communities, important events over time in Australia and the world. Places, environments and people – making sense of our world through exploring the unknown; investigating universal mysteries; making predictions; and solving problems What’s It Worth?

Meets QCIA eligibility criteria




GIL Prerequisites: SWD. Only Verified students with a disability




Subject type: GIL Leisure and recreation Subjects: Leisure - Games Lessons per week: 1 per subject

Timetable Codes: LRGA/SLR (10, 11, 12)

LEISURE and RECREATION (LR)


Students gain knowledge, understanding and skills to participate in a variety of leisure, recreation, artistic and cultural activities.

Why Study Leisure and recreation? They learn about different physical activities and the importance of lifelong physical activity. They learn to identify, experience and participate in their own preferred leisure and recreation activities. What are the courses of study within Leisure and recreation?

Senior Leisure and Recreation (LRGA/SLR)

Program topics will include: Basic cricket skills of batting, bowling and fielding Basic basketball skills Learning, following and accepting rules Social skill development through activity and group participation Experiencing and learning activities as leisure options

What Skills Will I Develop? Physical activities for leisure and recreation – movement skills and challenges, group activities and fair play The importance of lifelong physical activity – the impact regular participation can have on health and wellbeing. Preferred leisure and recreation activities – identifying preferences, participating in activities

What’s It Worth? Meets QCIA eligibility criteria








Subject type: GIL Leisure and recreation Subjects: Leisure – Hydrotherapy Lessons per week: 2 per subject

Timetable Codes: LDH (10, 11, 12)




Why Study Leisure and recreation? They learn about different physical activities and the importance of lifelong physical activity. They learn to identify, experience and participate in their own preferred leisure and recreation activities. What are the courses of study within Leisure and recreation? Hydrotherapy (LDH) Program topics will include:

Water awareness, safety and confidence Gross motor exercise and relaxation Moving and acting safely in the community Experiencing and learning activities as leisure options

What Skills Will I Develop?

Endurance Confidence Safety

What’s It Worth?









Subject type: GIL Leisure and recreation Subjects: Leisure – The Arts Lessons per week: 3-4 per subject

Timetable Codes: SMR (10, 11, 12)




Why Study Leisure and recreation? They learn about different physical activities and the importance of lifelong physical activity. They learn to identify, experience and participate in their own preferred leisure and recreation activities. They learn to make, participate, perform, contribute to and express opinions for artistic and cultural activities. What are the courses of study within Leisure and recreation?

Senior Modified Arts (SMR) Program topics will include:

Dance, movement Dramatic play; role play Music Visual, media arts

What Skills Will I Develop? Performing Arts activities – dance, drama, music Visual and Media Arts activities

What’s It Worth?

Meets JCIA eligibility criteria








Subject type: GIL Personal and living dimensions Subjects: Modified Pre-Vocational Maths Lessons per week: Max 4 per subject

Timetable Codes: MPM (10, 11, 12)

PERSONAL and LIVING DIMENSIONS (PLD) Taken from the DL Curriculum Framework (Guidelines for Individual Learning)

Students develop knowledge, understanding and skills in relevant personal and living dimensions, including health, wellbeing and everyday numeracy.

Why Study Personal and living dimensions? Students learn about their own and others’ identity, health and wellbeing. They explore and take actions to keep themselves and their peers healthy and safe through food and nutrition, safe use of medicines and ways to keep safe in the environment. They learn about emotions, how to enhance their interactions and relationships with others, and the physical and social changes they go through as they get older. They develop their ability to use numeracy skills in everyday situations. What are the courses of study within Personal and living dimensions? Modified Pre-Vocational Maths (MPM) Program topics will include:

Hone your skills Tricks of the Trade Health and Fitness Playing Fields Financial Mathematics

What Skills Will I Develop? Hone your skills – everyday numeracy skills, number values, basic operations, maps Tricks of the trade – measurement, rounding Health and fitness – fractions, percentages, ratios, statistical analysis, data gathering Playing fields – geometric 2D and 3D shapes, scale drawing, perimeter, area, using formula Financial Mathematics – identify and use combinations of coins and notes for simple purchases

What’s It Worth? Meets QCIA Eligibility criteria Prepares students for Numeracy requirements for future studies








Subject type: GIL Vocation and transition activities Subjects: Work Experience Lessons per week: 2 per subject

Timetable Codes: OLAWE (10, 11, 12)

VOCATIONAL & TRANSITION ACTIVITIES (VTA)


Students develop knowledge, understanding and skills by identifying and investigating their post-school pathways.

Why Study Vocational and transition activities? Students learn how to set goals and make decisions to achieve them. They learn about local and community resources for living independently and interdependently. Students learn how to access resources to support their needs when they transition to life beyond school. What are the courses of study within Vocational and transition activities?

Work Education, Work Experience (OLAWE) Program topics will include:

Introduction to the world of work – work skills, developing work ethic Being a safe worker – work, health & safety Setting work goals – short term & long term goals Personal Skills analysis – resume development and review Work experience placement


Post-school pathways – options for living independently and interdependently, vocational and transition options, accessing local and community resources Skills for life beyond school – self-knowledge, skills for managing self and others, independence skills, goal setting and decision making What’s It Worth?


Contact: Mrs Alicia Smith Head of Special Education Services Email: [email protected] Phone: (07) 4081 5219


GI L


Prerequisites: SWD. Only Verified students with a disability Z:\9_PARENT AND COMMUNITY ENGAGEMENT\9b. Enrolment System\Enrolment Packages\Year 11\2020\2020 Diverse Learning Year 11 & 12\2020_Diverse Learning_Year 11 & 12_ Information Book.docx



Subject type: GIL Vocation and transition activities Subjects: Senior DL Study Lessons per week: 2 per subject

Timetable Codes: SST (10, 11, 12)





Senior DL Study (SST) Program topics will include:

Self-management Self-knowledge Independent Skills Goal setting and decision making Additional support for completion of mainstream subject tasks (activities, assessment, exams)


Post-school pathways – options for living independently and interdependently, vocational and transition options, accessing local and community resources Skills for life beyond school – self-knowledge, skills for managing self and others, independence skills, goal setting and decision making What’s It Worth?









Subject type: GIL Vocation and transition activities Subjects: Senior Transition Program Lessons per week: Max 4 per subject

Timetable Codes: SST (10, 11, 12)





Senior Transition Program (SST) Program topics will include:

Workplace Volunteering Transition Planning (SET Plan) Places, Environments and People Strengths, Abilities and Interests Setting work goals – short term & long term goals Personal Skills analysis – resume development and review

What Skills Will I Develop? Volunteering – students will develop necessary skills to view themselves as volunteers, to motivate themselves to become a volunteer and to understand what can be gained from volunteer work Transition planning – all students are required to develop a Senior Education and Training (SET) Plan Places, environments and people – students will explore and become familiar with location, constructed features of places, relationship between people and places Strengths, abilities and interests – these play an important role when students are looking at future experiences, including jobs and careers; students will identify their strengths (ways to develop them) and weaknesses (ways to overcome them) What’s It Worth?







INFORMATION FOR PARENTS AND STUDENTS Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

• Statement of Results

• Queensland Certificate of Education (QCE)

• Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep

Statement of results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed. A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.

Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling. Planning using the Guideline for individual learning When planning for individual students to meet the requirements of the QCIA, teachers use the Guideline for individual learning to:

• identify curriculum organisers

• for each relevant curriculum organiser:

- select learning focuses suited to the student’s needs and interests

- select learning goals associated with each selected learning focus

- access resources that could support teaching, learning and assessment of learning goals.


http://www.qcaa.qld.edu.au/senior/certificates-qualifications/sep

The five elements of effective curriculum and assessment planning

Use feedback Students receive ongoing feedback throughout teaching and learning experiences. Students and their parents/carers receive formal feedback at the time of reporting. Teachers use feedback to inform their planning for teaching and learning.

Make judgments Judgments are made about evidence of progress towards learning goals selected from the Guideline for individual learning. Evidence should substantiate Statements of Achievement for each curriculum organiser that will be recorded on the QCIA.

Sequence teaching and learning The selection and sequence of learning experiences and teaching strategies support student learning towards the selected learning goals and provide evidence of achievement through assessment.

Develop assessment Assessment is an integral part of teaching and learning and provides evidence of progression towards the selected learning goals detailed in QCIA curriculum plans.

Identify curriculum The Guideline for individual learning is the basis for planning teaching, learning and assessment. Teachers select relevant curriculum organisers, learning focuses and learning goals provided in the guideline to develop teaching and learning experiences.


Rigg Street, Woree | PO Box 12026, Cairns QLD 4870

P 4081 5222 | F 4081 5200 | Absentee Hotline 4081 5260

E [email protected] | www.woreeshs.eq.edu.au


mailto:%20E%[email protected]

mailto:%20E%[email protected]

http://www.woreeshs.eq.edu.au/

special education program diverse learning...basic cricket skills of batting, bowling and fielding...

Documents