School/ Class Context:

{School name} is a category 5, metropolitan R-12 School in Reynella East, the {School} 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.

The {Schools} Values of Excellence, Integrity, Respect and Responsibility are viewed as being
the foundation for building positive relationships and promoting responsible behavior. {School
name} uses a Responsible Behaviour Policy in which behavior is seen as part of the learning
process and the school takes a restorative approach to behavior management.

All students have access to their own laptop through the schools 1:1 laptop program. {School
Name} uses the online learner management system SEQTA. Students in the year 11 class will
access digital lesson materials and submit work through this platform as well as Google
classroom.

Key school policies and procedures:

 Mobile phone policy
o As of 2020 the school has a zero-tolerance mobile phone policy for all students,
mobile phones must be stored in the student's locker. Refusal to put a phone
away will result in a buddy class.
 Missed due date policy (senior years only)
o No written feedback will be given on drafts submitted after the due date. Students
who miss the draft due date but would like feedback on a draft will need to
negotiate with the teacher to set up an in-person feedback session.
o Final assessment due dates must be met, any SACE student who does not
meet the due date of a final assignment – without negotiating an extension will
receive a 0 grade. At the end of the semester students who missed a due date
have the option to resubmit ONE assessment piece for grading.
 After school learning catch up
o Are for students who need additional support for their learning which can either
be booked by the teacher or by the student and can be run during lunch time or
after school.
OR
o For students that are disrupting the community of learners.
 Buddy class
o Are for students whose behaviour does not meet the schools expectations and
are to be given after classroom behaviour management strategies have been
tried.
o Call the buddy class teacher, using the school directory and in-class phone to
confirm you are sending a student
o Buddy class teacher will only call if the student does not turn up.
o Follow up on SEQTA, call home and arrange ASLC and restorative meeting
with support from LCM or coordinator.

In this year 11 Health class there are 12 girls and 9 boys:

 One student is gifted.
 One student has low literacy and may require differentiation in class/ assessment tasks
  One Student has ASD and struggles with being ‘front and centre’. Recommended
strategies for this student:
o Structure and routine o Teacher to check that notes have been
o Fidget toys if needed taken home
o Visual schedule for organisation o Group work to build confidence, make
o Encourage personal best connections and to build organisational
o Brain breaks skills

 Two students have language and literacy plans

o Choose a wider range of reference items to avoid repetition - particularly pronouns.
o Improve the use of commas and full stops
o Continue to improve spelling of words with prefixes, suffixes and homonyms.

 Three students have behavioral problems, who have the following strategies for
managing behaviour in their behaviour plan/s:
o Stop, Think, Act o Use break times affectively
o Seek support in class when o Sit away from distracting peers
needed o Positive feedback in person/ on SEQTA
o Attend after school learning when noticing positive behaviour
catch up if required

Services within the school:

 School Service Officers (SSO)
o Offer a range of support services for students with an identified disability.
 After school learning catchup
o As described above, can be used by students to book-in study time with their
teachers.
 Flexible Learning
o Is the online learning set up being used in term 2 as students study from home
during the COVID-19 pandemic.
 Indigenous support for staff and students
o Within the school are two Aboriginal Education Teachers who provide in-class
support to students and teachers
o and one Aboriginal Education Support officer who communicates with students
and parents to support learning and connection in the community.