The special education faculty at Bomaderry High School, recently renamed The Waratah Centre, currently supports 63 students across 7 classes with special needs. The special education staff includes 7 specialist teachers and 7 School Learning Support Officers (SLSO's) who are highly committed to provide all students with the best possible learning opportunities.
Through the development and implementation of specific teaching and learning programs, students are able to access the life skills curriculum, elective classes taught by mainstream teachers as well as a number of post-school options which will allow them to make a successful transition to adulthood and the world of further education, training or work.
The Waratah Centre at Bomaderry High School believes that working in partnership ensures that students who have difficulties learning will be given the best possible opportunities to succeed.
Through collaborative planning we hope that we can successfully move students from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, independent living and or community particiation.
Teaching and learning
Teaching programs are developed in accordance with the DOE syllabus Stages 4, 5 and 6. The planning, preparation and implementation of teaching programs is an involved and necessary process designed to ensure that all students are given every opportunity to access the curriculum and therefore learn alongside each other, whether it is life skills or mainstream outcomes. Each individual is assessed and a specific pathway is followed on a case by case basis.
Programs are developed within the first 3 weeks of term one and are continually assed throughout the academic year. Each students individual education plan (IEP) are based on their own ability, tailored to meet each student’s academic, social and communication needs. Assessments are conducted in the first couple of weeks to ascertain strengths and weaknesses and an IEP meeting is held in consultation with the parent or career of each student. The IEP is reviewed half way through the year.
Assessments are conducted using a variety of assessment tools, and through consultation with all stakeholders and most importantly the student to prioritise goals and set authentic targets both at school and for our older students transition pathways.
Programming, teaching and learning are viewed as a shared responsibility and as a partnership between students, teachers, parents and support agencies where necessary. A collaborative approach to teaching and learning also ensures that individual students’ needs are being addressed and met through the development of individual education plans and transition planning.
Teaching and learning programs reflect:
- clear and specific learning outcomes as prescribed in syllabus documents
- long, medium and short term planning
- teacher and student expectations for learning and the opportunity for enrichment
- assessment schedules and formative assessment data
- teaching strategies to address different learning styles and levels of ability
- key subject vocabulary
- cross curricular programming in literacy, numeracy and ICT
- community access programs which allow students to access community venues and services
- sequencing, progression and continuity of learning experiences for whole class, group or individual students
- ongoing individual revision and assessment strategies
- regular refinement, modification and improvement of teaching and learning contents