School Context

Xxxxxxxx Xxxx Xxxxxxx is a category 5, metropolitan R-12 School in the southern suburbs
of Adelaide, the College draws students from surrounding suburbs, including O’Halloran
Hill, Reynella, Reynella East, Happy Valley, Woodcroft and Morphett Vale. There are
relatively few students from non-English speaking backgrounds apart from the students in the
International program. Approximately 25% of all students are School Card recipients.

XXX uses a Responsible Behaviour Policy in which behaviour is seen as part of the learning
process and the school takes a restorative approach to behaviour management. Students are
not permitted to have their mobile on them in class. All students have access to their own
laptop through the schools 1:1 laptop program. The school uses the online learner
management system SEQTA.

Student wellbeing programs

The school offers a variety of wellbeing programs to cater for student diversity. These
include 1:1 SSO support who work alongside students in their learning area, targeted
intervention classes in which students learn about social skills or anxiety management. The
school also has three highly targeted intervention classes known as the encounter program.
The school has an Aboriginal Education Teacher who provides in-class support, mentoring
and curriculum development. The Aboriginal Community Education Officer works with
parents/ carers of Aboriginal students to support their learning and cultural connection to the
school community. The school has a careers counsellor who helps students navigate a career
pathway.

Year 9 Health and PE

Mentor: XX XXXXXX

Curriculum area: Health and Physical Education

This class consists of 15 students: 15 girls. In general, this group is engaged and willing to
participate in classroom activities and discussion. The girls are of mixed sporting ability,
which, in a small class can cause some frustration between friendship groups. Overall
engagement is high, both for theory and practical work. One student has a hearing
impairment and two students have injuries that require modification of practical participation
more details below.

A - Severe bilateral sensorineural hearing loss. A has received a cochlear implant, allowing
her good access to the sounds of speech across the spectrum. She uses an FM to hear more
thoroughly in a classroom environment. May need reminding to give this to teachers.

E – Unable to participate in contact sports due to a broken nose that required surgery and a
fainting condition that is being investigated. Coaching, umpiring, observational role required
to assess practical aspects of the course.

J – ACL tear, awaiting surgery therefore cannot participate in practical lessons. Coaching,
umpiring, observational role required to assess practical aspects of the course.

Lesson Sequencing:

Week 1-3 Flexible learning

Week 4 Soccer
Week 5-8 Netball/ Basketball/ Shine

Behaviour Management/ Support:

Buddy Class – S. Corbett year 10 Boys HPE

Buddy Class – M. Cox 12 Health

Year 10 Health and PE

Mentor: Harrison Cumming
Curriculum area: Health and Physical Education

This class consists of 27 students: 27 girls. This group is highly engaged and willing to participate in
classroom activities and discussion as well as practical lessons. Some students have a tendency to
avoid physical activity. Therefore it is important to have coding activity sheets on hand during
practical units.

A, K and M - International students completing a study abroad program (not completing SACE). This
student will be assessed against the AC Achievement standard. Differentiation to accommodate for
language difficulties: Allocating a student buddy, Important instructions in written and verbal form,
Glossary of key terms, allow the use of a translator where appropriate, encourage study support in the
International Centre after school.

P - Diagnosed with Asperger’s and has sensory issues. Has difficulty asking for help, expressing
ideas, thoughts and information. Benefits from scaffolding, visual supports, demonstration.

S - Diagnosed with dyslexia and ADHD in Primary School. Has shown signs of low literacy,
struggles with spelling, sentence structure and creative thinking. S can become frustrated easily, will
avoid work and talk negatively about herself. This student has trouble reading black text on white
backgrounds, trouble with short term memory processing and storing. Do not talk about dyslexia/
accommodations in front of peers.

Lesson Sequencing:

Week 1-2 Flexible learning

Week 3-5 Basketball/ Shine
Week 6-8 European Handball/ Shine

Behaviour Management/ Support:

Buddy Class – S. Corbett 10 Boys HPE