Pre -Kindergarten program
3- 4 years
In this program we aim to move our students from a pre-intentional to intentional stage of learning. The development the student behaves in a manner, which has no communicative intent. However, parents, teachers or caregivers often assign meaning to the student’s spontaneous behaviours, e.g. crying, eye gaze, and interpret it as communication.
The pre-kindergarten program includes the following educational objectives;
- React to a familiar voice
- Scan for sound sources, particularly voices
- Begin to coordinate looking and listening
- Show awareness to different voice tones
- Turn to a familiar voice from across the room
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Ages – 4 to 5 years
The following direct teaching strategies used in implementing the program goals for social-emotional development for our students through verbal and visual cues and prompts, adult modelling, peer modelling and small group instruction and discussion during scheduled social skills classes and embedded learning activities. The social skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modelling and peer modelling.
The kindergarten program includes the following educational objectives;
- Students will have a strong sense of identity
- Students will be connected with and contribute to their world
- Students will have a strong sense of wellbeing
- Students will be confidant and involved learners
- Students will are effective communicators.
Ages 5 to 6 years
Early years students are the center of the program, and therefore the programs design and content aims to maximize the individual’s learning potential. We ensure that each pupil’s personal priority needs are the starting point to their education, which we meet through individual learning plans.
The program comprises planned activities that promote learning, personal growth and independence as well as developing interpersonal skills, such as teamwork, turn-taking and sharing. Students begin to learn the importance of taking care of themselves and their belongings by unpacking and packing their own bags each day, putting away their belongings, learning to dress and undress themselves, and be aware of personal hygiene and safety. Students enjoy numerous specialist classes such as library, art, physical education, music and the kitchen – garden program.
Year one 7 to 8 years
Year two 8 to 9 – years
The major focus of the foundation program is to develop language and communication skills. We strive to integrate the students into the school by using their existing strengths to develop a program in conjunction with parents, therapists and specialist staff that are appropriate for the individual’s needs. The foundation program includes the following educational objectives;
Literacy and the development of speaking and listening, early reading and writing are designed around a ‘central idea’ for the term and the use of big books. Understanding of the concept of print is encouraged through dramatization of story, learning of dialogue and joining in the reading of stories.
Numeracy covers a wide range of activities including understanding of number, measurement and space at an individual’s level of understanding. Cooking, science and technology are an important part of the understanding of mathematics in a practical sense as the students are guided in weighing, measuring, time taken to complete a task and the calculations of recording the processes.
Through the integration of fine motor skills and art the students learn to use the fine muscles of the arms and hands, develop strength in important muscles and understand the importance of using these little muscles to become independent in buttoning clothing and unzipping bags.
In the foundation school’s program the staff believe in using every moment of each day as a chance for each student to learn and develop new skills.
Year three minimum 9 years of age
Year four minimum 10 years of age
The pathways sub school caters for students between the ages of 10 to 13. The staff use our arts-based visual and performing arts program to plan and implement methods that meet the needs of all our students. The pathways program includes the following educational objectives;
A team based approach using the expertise of teachers and therapists offers extensive experience in planning a program that supports student communication and aims to develop independent living skills.
Literacy and numeracy are a regular timetabled series of lessons each week .the focus in literacy is on communication, awareness of print, and developing understanding of multiple ways to communicate. Numeracy covers such topics as number, space, time, and money.
The primary focus for students in the pathways program is communication and socialization. Methods of communication include speech, keyword signing, and picture exchange communication system, photographs, visual aids and communication devices.
Socialization programs include developing concepts of self and how to interact positively with others, this is done through community outings, the morning circle program, camps, and independent living programs such as gardening, canteen and sports.
Year five minimum 11 years of age
Year six minimum 12 years of age
The transition years encompass a variety of areas that can be placed into 3 main strands. The aim of the transition years is to prepare the students for life outside the school environment with confidence and independence thus providing students with opportunities to explore vocational and applied learning. The transition program includes the following educational objectives;
This is an integral component of the vocational education and applied learning programs, encompassing the following;
Canteen/brunch – students are involved in delivering order forms, collating orders, counting money, shopping, ordering from the deli/bakery, basic meal preparation, health and hygiene, workplace safety.
Work experience/structured workplace learning- students are involved in work experience programs in areas such as; gardening, domestic skills, mechanics, office work, opportunity shops, supermarkets, hospitality and supported workplaces etc.
Leisure and Recreation
This is an integral component of the vocational education and transition programs, encompassing the following educational objectives;
Sports – students are exposed to a variety of sports activities where they are actively involved in making choices and participating in new skills. Students are also given the opportunity to receive coaching from outside sources and community organizations.
Camps – students participate in a variety of camps suited to their interests and abilities. Camps are designed in line with students individual learning goals.
Dance – students are actively involved in a dance group where their skills in co-ordination, teamwork, physical activity, basic dance steps, rhythm and movement are explored.
Extra curricula – students are involved in planning activities suitable to their leisure and recreation wants and needs. Activities such as bowling, golf, swimming horse riding and fishing are explored.
Independent living skills
Direct teaching strategies are used in implementing the program goals for life skills for verbal and visual cues and prompts, adult modelling, peer modelling and small group instruction and discussion during scheduled life skills classes and embedded learning activities. The school recognizes that living skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modelling and peer modelling. This is an integral component of the Visual and Performing Arts Program, and includes the following educational objectives encompassing 2 main learning areas:
The house – the independent living house provides a ‘real life’ environment where students can learn and practice a variety of independent living skills.
Grooming- students learn to shower, dress and manage personal hygiene.
Meals- students learn how to prepare a basic meal from the beginning to the final cooked meal, developing a shopping list, budgeting, purchasing goods and following simple recipes to prepare the meals.
Domestic skills– students learn how to carry out simple household duties such as vacuuming, washing clothes/dishes, mopping, making beds, wiping tables/benches, dusting, ironing etc.
Community awareness– students access a wide range of facilities within their local area and develop skills in travel.
Travel training – students learn road safety, pedestrian skills and how to travel on public transport appropriately.
Community access– students learn how to interact with others in their environment through placing orders, making requests, purchasing goods. Furthermore, students learn how to access facilities and what they are required to do in order to take part in specific community based activities.