Learning Enrichment and Inclusion - Emmaus College
Source: https://emmaus.qld.edu.au/curriculum/inclusive
Archived: 2026-04-23 17:33
Learning Enrichment and Inclusion - Emmaus College
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Religious Identity and Culture
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Pastoral
Pastoral Care
Responsible Thinking Process
Indigenous Education
Counselling Services
Our Parish
Curriculum
Curriculum Overview
Technology in learning
Academic Reporting and Achievement
Learning Enrichment and Inclusion
Workplace Learning And Careers
Subject Selection
Assessment and Homework
Co-Curriculum
Co-Curriculum overview
Annual Musical Production
Sports
Rockhampton District Sport
Academic
Cultural
Instrumental Music
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Light my way cafe
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School Fees and Assistance
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Catholic Education Diocesan Page
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Learning Enrichment and Inclusion
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Learning Enrichment and Inclusion
The belief that each person is created in the image of God leads us to respect the dignity and value of all. Therefore Catholic Education is challenged to provide opportunities that enable each person to grow to “full stature in Christ” (Eph 4:13)
Inclusive practice reflects these beliefs and is integral to the ethos of a Catholic school. Inclusive practice is not restricted to a particular group of learners or pedagogy but refers to all in our school community. This ensures that maximum quality learning opportunities are accessible to all learners.
Emmaus College actively and systematically promotes inclusive practice by:
Identifying and removing barriers to inclusiveness in policies, structures and attitudes
Providing a curriculum that strives to educate the whole person and meet the needs of each individual
Assisting all learners to grow to their full potential
Recognising and celebrating a broad range of achievements and efforts
Offering a flexible, safe, enjoyable, and challenging learning environment
Promoting a collaborative approach to meeting the needs of learners.
Clientele
A large number of students across a variety of need are supported by the Inclusive Curriculum and Enrichment Department. These include:
Students with a verified disability such as Speech Language Impairment, Physical Impairment, Hearing and Visual Impairment, ASD, Social and Emotional Disorders
Students with non-verified learning difficulties, particularly in Literacy and Numeracy
Students in the Care of the State
Students with English as a Second Language or Dialect
Students with extension learning needs
Aboriginal and Torres Strait Island students, particularly those with EAL/D needs
Staffing
There are approximately sixteen Teacher Assistants spread throughout both the junior and secondary campuses each lesson. These TA’s have regular training in facilitating learning for EAP and LD students and work in partnership with classroom teachers.
Processes for identifying and reviewing students with specific learning needs
The processes begin with initial transition in Year 7
Information for Primary students already verified in Catholic Education is passed on by the school and the Regional Coordinator
Information specific to verified students is collected from State Schools where students have elected to enter the Catholic system
Students with a verification have the Inclusive Curriculum Coordinator and Regional Coordinator on their interview panel so a specific support plan can be developed prior to the student attending high school. This is for students coming from both Catholic and State Primary schools
Several transition days are conducted for students with verification or students with identified Learning Difficulty
Information is collected for students coming from the State system through the previous school and parents
Anecdotal information is shared directly at meetings between the different Primary schools and Emmaus. Support plans are developed further with this information and they are hyperlinked to the particular student’s name on an Excel spreadsheet and placed on TASS for the information of staff. These notes include both specific and generic information relating to the particular child, how they best learn and which teaching strategies and behavioural strategies have been found to be the most effective.
Every verified student has an Individual Education Plan which details strengths and challenges. This document is reviewed and updated each year in liaison with the parent and is signed off by the parent, principal and Inclusive Curriculum coordinator.
Every verified student and students identified with Learning Difficulties have an Individual Learning Plan (ILP) which is developed in liaison with the student’s teachers and with parents. This plan contains subject specific goals and learning strategies particular to the individual. This is reviewed each year and is signed off by the parent, principal and Inclusive Curriculum coordinator.
Each verified student has an established process of monitoring which involves formal assessment and review of their disability according to the requirements established by the verifier. This is supported by processes such as: extensive student profiling, data collection and report writing. These documents are mostly mandated and the templates are provided by the DCEO.
Students requiring support are further highlighted by academic performance and to a certain extent behaviour and engagement. Classroom teachers also refer students they are concerned about.
Identification and referral generates testing – initially this will be through:
Neale testing for Reading Age and Comprehension (Teachers and TAs trained)
Fitzroy placement test which indicates the student’s academic year level
Dyslexia Screener which indicates whether or not the student has dyslexia (Teachers and TAs trained)
CogMed (Teachers and TAs in training presently)
Probe 2 (New literacy assessment program designed to assess value added post intervention and to facilitate placement and modified program access)
Data is ratified further through NAPLAN results and the CAT (Cognitive Assessment Test) taken by all students in the school
PATM testing has recently been introduced which establishes a student’s level of performance in Maths and whether or not intervention and support is required in this area
Students of concern are then taken through formal screening:
WISC testing for cognitive data – psychologist
CELF 4 testing for speech language impairment – speech therapist
SED diagnosis (Including high level anxiety) through psychiatric or paediatrician assessment and report
WIAT-II (Dyslexia diagnosis) through psychologist
Program Development
Year 7 Intervention Literacy and Numeracy Programs
Year 8 Intervention Literacy and Numeracy Programs
Year 9 Literacy and Numeracy Support Programs
Year 10 Literacy Short Course
Years 7, 8 and 9 ESL English Program
Years 11 and 12 ESL (Board Subject)
Boys Group, Junior – Challenger and Fishing Club
Girls Group, Junior – friendship and self-care
Girl’s Group Senior – friendship and self-care
CogMed Junior Program
CogMed ESL Program
Verbalisation and Visualisation Program
Zuu – for both Junior and Senior boys. The school has supported the training of 3 staff members to certificate level in this program which is designed to develop appropriate interactive behaviours and self-management skills
MORE INFORMATION
Justine Brettell
Head of Inclusive Curriculum and Enrichment
Justine_Brettell@rok.catholic.edu.au
Curriculum
Forms
Workplace Learning And Careers
Library
Learning Enrichment and Inclusion
Assessment and Homework
Subject Selection
Technology in learning
Academic Reporting and Achievement
Curriculum Overview
'Two schools in one'
Enrol your child
Connect with us
Back to Top
Enrol at Emmaus
Student Protection
CEDR Privacy Policy
Staff Portal
A co-educational Catholic college in the Diocese of Rockhampton
185 Main Street and 362 Yaamba Road North Rockhampton
PH:
(07) 4923 5700
220_office@rok.catholic.edu.au
Connect with Emmaus
Sitemap
Our College
Principal’s Welcome
Two Schools in One
Our College
Our Team
Library
Reports and Surveys
Policies
Employment
Contact Us
Connect
Campus Maps
News
Student Protection
Spiritual & Pastoral
Spiritual
Religious Life of the School
Evangelisation and Faith Formation
Religious Identity and Culture
Prayer and Worship
Pastoral
Pastoral Care
Responsible Thinking Process
Indigenous Education
Counselling Services
Our Parish
Curriculum
Curriculum Overview
Technology in learning
Academic Reporting and Achievement
Learning Enrichment and Inclusion
Workplace Learning And Careers
Subject Selection
Assessment and Homework
Co-Curriculum
Co-Curriculum overview
Annual Musical Production
Sports
Rockhampton District Sport
Academic
Cultural
Instrumental Music
Community Service
Light my way cafe
Parents
School Fees and Assistance
Handbooks/Links
Parent Lounge
Catholic Education Diocesan Page
College Board
Parents & Friends Association
Forms
Uniforms
Enrolment
Enrolment At Emmaus
© Emmaus College
Site Map
Disclaimer
Privacy
Website by Look Education
error:
Content is protected !!
search button
HOME
PARENT LOUNGE LOGIN
menu
Our College
Principal’s Welcome
Two Schools in One
Our College
Our Team
Library
Reports and Surveys
Policies
Employment
Contact Us
Connect
Campus Maps
News
Student Protection
Spiritual & Pastoral
Spiritual
Religious Life of the School
Evangelisation and Faith Formation
Religious Identity and Culture
Prayer and Worship
Pastoral
Pastoral Care
Responsible Thinking Process
Indigenous Education
Counselling Services
Our Parish
Curriculum
Curriculum Overview
Technology in learning
Academic Reporting and Achievement
Learning Enrichment and Inclusion
Workplace Learning And Careers
Subject Selection
Assessment and Homework
Co-Curriculum
Co-Curriculum overview
Annual Musical Production
Sports
Rockhampton District Sport
Academic
Cultural
Instrumental Music
Community Service
Light my way cafe
Parents
School Fees and Assistance
Handbooks/Links
Parent Lounge
Catholic Education Diocesan Page
College Board
Parents & Friends Association
Forms
Uniforms
Enrolment
Enrolment At Emmaus
Home
<< Back
<< Back
<< Back
Our College
Principal’s Welcome
Two Schools in One
Our College
Our Team
Library
Reports and Surveys
Policies
Employment
Contact Us
Connect
Campus Maps
News
Student Protection
Spiritual & Pastoral
Spiritual
Religious Life of the School
Evangelisation and Faith Formation
Religious Identity and Culture
Prayer and Worship
Pastoral
Pastoral Care
Responsible Thinking Process
Indigenous Education
Counselling Services
Our Parish
Curriculum
Curriculum Overview
Technology in learning
Academic Reporting and Achievement
Learning Enrichment and Inclusion
Workplace Learning And Careers
Subject Selection
Assessment and Homework
Co-Curriculum
Co-Curriculum overview
Annual Musical Production
Sports
Rockhampton District Sport
Academic
Cultural
Instrumental Music
Community Service
Light my way cafe
Parents
School Fees and Assistance
Handbooks/Links
Parent Lounge
Catholic Education Diocesan Page
College Board
Parents & Friends Association
Forms
Uniforms
Enrolment
Enrolment At Emmaus
Emmaus College
>
Curriculum
>
Learning Enrichment and Inclusion
print page
Learning Enrichment and Inclusion
The belief that each person is created in the image of God leads us to respect the dignity and value of all. Therefore Catholic Education is challenged to provide opportunities that enable each person to grow to “full stature in Christ” (Eph 4:13)
Inclusive practice reflects these beliefs and is integral to the ethos of a Catholic school. Inclusive practice is not restricted to a particular group of learners or pedagogy but refers to all in our school community. This ensures that maximum quality learning opportunities are accessible to all learners.
Emmaus College actively and systematically promotes inclusive practice by:
Identifying and removing barriers to inclusiveness in policies, structures and attitudes
Providing a curriculum that strives to educate the whole person and meet the needs of each individual
Assisting all learners to grow to their full potential
Recognising and celebrating a broad range of achievements and efforts
Offering a flexible, safe, enjoyable, and challenging learning environment
Promoting a collaborative approach to meeting the needs of learners.
Clientele
A large number of students across a variety of need are supported by the Inclusive Curriculum and Enrichment Department. These include:
Students with a verified disability such as Speech Language Impairment, Physical Impairment, Hearing and Visual Impairment, ASD, Social and Emotional Disorders
Students with non-verified learning difficulties, particularly in Literacy and Numeracy
Students in the Care of the State
Students with English as a Second Language or Dialect
Students with extension learning needs
Aboriginal and Torres Strait Island students, particularly those with EAL/D needs
Staffing
There are approximately sixteen Teacher Assistants spread throughout both the junior and secondary campuses each lesson. These TA’s have regular training in facilitating learning for EAP and LD students and work in partnership with classroom teachers.
Processes for identifying and reviewing students with specific learning needs
The processes begin with initial transition in Year 7
Information for Primary students already verified in Catholic Education is passed on by the school and the Regional Coordinator
Information specific to verified students is collected from State Schools where students have elected to enter the Catholic system
Students with a verification have the Inclusive Curriculum Coordinator and Regional Coordinator on their interview panel so a specific support plan can be developed prior to the student attending high school. This is for students coming from both Catholic and State Primary schools
Several transition days are conducted for students with verification or students with identified Learning Difficulty
Information is collected for students coming from the State system through the previous school and parents
Anecdotal information is shared directly at meetings between the different Primary schools and Emmaus. Support plans are developed further with this information and they are hyperlinked to the particular student’s name on an Excel spreadsheet and placed on TASS for the information of staff. These notes include both specific and generic information relating to the particular child, how they best learn and which teaching strategies and behavioural strategies have been found to be the most effective.
Every verified student has an Individual Education Plan which details strengths and challenges. This document is reviewed and updated each year in liaison with the parent and is signed off by the parent, principal and Inclusive Curriculum coordinator.
Every verified student and students identified with Learning Difficulties have an Individual Learning Plan (ILP) which is developed in liaison with the student’s teachers and with parents. This plan contains subject specific goals and learning strategies particular to the individual. This is reviewed each year and is signed off by the parent, principal and Inclusive Curriculum coordinator.
Each verified student has an established process of monitoring which involves formal assessment and review of their disability according to the requirements established by the verifier. This is supported by processes such as: extensive student profiling, data collection and report writing. These documents are mostly mandated and the templates are provided by the DCEO.
Students requiring support are further highlighted by academic performance and to a certain extent behaviour and engagement. Classroom teachers also refer students they are concerned about.
Identification and referral generates testing – initially this will be through:
Neale testing for Reading Age and Comprehension (Teachers and TAs trained)
Fitzroy placement test which indicates the student’s academic year level
Dyslexia Screener which indicates whether or not the student has dyslexia (Teachers and TAs trained)
CogMed (Teachers and TAs in training presently)
Probe 2 (New literacy assessment program designed to assess value added post intervention and to facilitate placement and modified program access)
Data is ratified further through NAPLAN results and the CAT (Cognitive Assessment Test) taken by all students in the school
PATM testing has recently been introduced which establishes a student’s level of performance in Maths and whether or not intervention and support is required in this area
Students of concern are then taken through formal screening:
WISC testing for cognitive data – psychologist
CELF 4 testing for speech language impairment – speech therapist
SED diagnosis (Including high level anxiety) through psychiatric or paediatrician assessment and report
WIAT-II (Dyslexia diagnosis) through psychologist
Program Development
Year 7 Intervention Literacy and Numeracy Programs
Year 8 Intervention Literacy and Numeracy Programs
Year 9 Literacy and Numeracy Support Programs
Year 10 Literacy Short Course
Years 7, 8 and 9 ESL English Program
Years 11 and 12 ESL (Board Subject)
Boys Group, Junior – Challenger and Fishing Club
Girls Group, Junior – friendship and self-care
Girl’s Group Senior – friendship and self-care
CogMed Junior Program
CogMed ESL Program
Verbalisation and Visualisation Program
Zuu – for both Junior and Senior boys. The school has supported the training of 3 staff members to certificate level in this program which is designed to develop appropriate interactive behaviours and self-management skills
MORE INFORMATION
Justine Brettell
Head of Inclusive Curriculum and Enrichment
Justine_Brettell@rok.catholic.edu.au
Curriculum
Forms
Workplace Learning And Careers
Library
Learning Enrichment and Inclusion
Assessment and Homework
Subject Selection
Technology in learning
Academic Reporting and Achievement
Curriculum Overview
'Two schools in one'
Enrol your child
Connect with us
Back to Top
Enrol at Emmaus
Student Protection
CEDR Privacy Policy
Staff Portal
A co-educational Catholic college in the Diocese of Rockhampton
185 Main Street and 362 Yaamba Road North Rockhampton
PH:
(07) 4923 5700
220_office@rok.catholic.edu.au
Connect with Emmaus
Sitemap
Our College
Principal’s Welcome
Two Schools in One
Our College
Our Team
Library
Reports and Surveys
Policies
Employment
Contact Us
Connect
Campus Maps
News
Student Protection
Spiritual & Pastoral
Spiritual
Religious Life of the School
Evangelisation and Faith Formation
Religious Identity and Culture
Prayer and Worship
Pastoral
Pastoral Care
Responsible Thinking Process
Indigenous Education
Counselling Services
Our Parish
Curriculum
Curriculum Overview
Technology in learning
Academic Reporting and Achievement
Learning Enrichment and Inclusion
Workplace Learning And Careers
Subject Selection
Assessment and Homework
Co-Curriculum
Co-Curriculum overview
Annual Musical Production
Sports
Rockhampton District Sport
Academic
Cultural
Instrumental Music
Community Service
Light my way cafe
Parents
School Fees and Assistance
Handbooks/Links
Parent Lounge
Catholic Education Diocesan Page
College Board
Parents & Friends Association
Forms
Uniforms
Enrolment
Enrolment At Emmaus
© Emmaus College
Site Map
Disclaimer
Privacy
Website by Look Education
error:
Content is protected !!