Staff in SSPs have a broad range of knowledge and expertise in the area of adapting the curriculum to suit a wide range of student learning needs.

With a greater number of students with disabilities enrolled in the regular class, former Sydney Region schools were surveyed to ascertain the areas of need in terms of professional learning and support.

Those identified areas of need include:
  • Differentiating the curriculum
  • Making learning adjustments
  • Modifying work so that students can access the curriculum
  • Access to resources
  • Sample proformas for planning and programming
Teacher helping a student with literacy work

Excerpt from BOSTES Literacy Rationale

Language shapes our understanding of ourselves and our world. It is the primary means by which we relate to others and is central to the intellectual, social and emotional development of all students.

Developing proficiency in English enables students to take their place as confident communicators, critical and imaginative thinkers, lifelong learners and informed, active participants in Australian society. It supports the development and expression of a system of personal values, based on students’ understanding of moral and ethical matters, and gives expression to their hopes and ideals.

In the years of schooling from Kindergarten to Year 10, English is the study and use of the English language in its various textual forms. These encompass spoken, written and visual texts of varying complexity through which meaning is shaped, conveyed, interpreted and reflected.

The study of English from Kindergarten to Year 10 should develop a love of literature and learning and be challenging and enjoyable. It develops skills to enable students to experiment with ideas and expression, to become active, independent and lifelong learners, to work with each other and to reflect on their learning.

Through responding to and composing texts from Kindergarten to Year 10, students learn about the power, value and art of the English language for communication, knowledge and enjoyment. They engage with and explore texts that include widely acknowledged quality literature of past and contemporary societies and engage with the literature and literary heritage of Aboriginal and Torres Strait Islander peoples. By composing and responding with imagination, feeling, logic and conviction, students develop understanding of themselves and of human experience and culture. They develop clear and precise skills in speaking, listening, reading, writing, viewing and representing, and knowledge and understanding of language forms and features and structures of texts.

The aim of Stage 6 English Life Skills is to enhance the participation of students with special education needs in all aspects of post-school life and promote their independence through the development of effective communication and literacy skills.

In Stage 6 English Life Skills students will:

    • develop knowledge about and skills in effective communication
    • develop knowledge about, appreciation of and skills in spoken language
    • develop understanding and skills in listening to others
    • develop skills in reading, comprehending, interpreting and responding to a variety of texts
    • develop knowledge about and skills in producing texts using a variety of media and technology

develop knowledge about and skills in viewing and interpreting a range of materials.