Targeted Programs

FLIP (Functional Literacy Intervention Program)

FLIP is an intervention program for Year 7 to Year 9 students, designed to improve the functional literacy of students who are struggling with basic literacy skills. Often, these literacy deficits adversely impact on all learning areas and individuals find it difficult to keep abreast with secondary school content and the increasing demands on their written skills and abilities. FLIP complements the current Learning Support Program and Enrichment Class structure, and is offered to a select number of Year 7, 8 and 9 students who have been identified by the College as having significant literacy deficits. 

FLIP is an intensive, remedial, intervention program designed to assist these students with the acquisition of basic and essential phonological awareness, phonemic awareness, phonics, spelling, reading, comprehension and written expression.  It is a systematic, cognitive and multi-sensory approach that is evidence-based on Australian, British and New Zealand research and follows models of current and effective practice.  It is envisaged that students will be provided with the core skills of oral language, reading fluency, effective comprehension, accurate spelling and written expression.  This acquisition will enable students to employ the skills independently and efficiently across the spectrum of their subjects, facilitating essential access to the curriculum.

  • Phase I of the program addresses difficulties in the areas of phonemic and phonological awareness, phonics and spelling. 
  • Phase II of the program concentrates on improving reading fluency, rate and accuracy as well as more advanced spelling skills.
  • Phase III aims to improve comprehension of the various text types that students encounter across their subjects, in addition to explicit grammar instruction and written expression skills.

Students need to make a commitment to improvement and remain in the program for the entire year of the phase they are participating in.  Parents will also be required to make a commitment to assist with their daughter's progress in a partnership that will see them supported at home with ongoing, follow-up activities. Regular feedback and reporting takes place and each student's progress will be closely monitored and reported. For all students FLIP will be timetabled in place of an elective subject, and therefore occurs twice a week.

Learning Support

The Learning Support Program caters for students who have been identified as having learning difficulties.  These students may have been diagnosed with learning disabilities or may be experiencing learning difficulties for a variety of reasons, whether physical, intellectual, social or emotional.  The primary aim of the program is to assist students in achieving to the best of their ability across the key learning areas.  It also aims to prove each student's self-efficacy and self-esteem.                                            

Students receive intensive individual or small group assistance from Inclusive Eduction teachers that is specifically designed to cater for individual needs.  General aspects of the program address elements such as, effective time-management; organisational skills; homework, study and research techniques; deconstructing and scaffolding of tasks; comprehension and composition of written material.   A variety of other processes and strategies are employed to cater to students' specific requirements.

The Learning Support sessions take place within the normal timetable and session times are negotiated in consultation with the Deputy Principal of Academic Services, the head of Inclusive Education, parents and the student.  The sessions are permanent, weekly timetabled sessions and cause minimal disruption to the student's timetable.                                    

The majority of students participate in the program for the duration of the school year, however, individual progress may facilitate other arrangements.  Parents are encouraged to maintain regular contact with the Inclusive Education teacher throughout the year.

The team for Inclusive Education works in collaboration with each student's subject teachers and positively advocates for all students in the program.  The team also assists and encourages teachers to develop modified activities and strategies for students with conditions that require modification of course content, methods of delivery, and modes of assessment.

The after-school Homework Club from Monday to Thursday also provides another opportunity for all students who require additional assistance with homework.  Teachers from a variety of subject areas are available for specialised assistance at each session.  Students are encouraged to attend on a regular basis, however it is not compulsory.





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