The formation of classes is a very complex process, and much is considered, assessed and incorporated in this process. When forming classes, we work to ensure the classes across a year level are fairly and evenly balanced by using the following criteria:

• The academic levels of the students
• The academic care levels of the students
• The pastoral care needs of students
• The social, emotional and physical needs of students
• The number of students in each class.

Student friendship groups are also taken into consideration, ensuring all students have at least one of their friends in their new class. For children, making friends is a vital part of growing up and an essential ingredient of their social and emotional development leading to the development of attributes such as social competence, self-esteem and self-confidence. With this in mind, it is anticipated that children make a few new friends each year.

I will be working together with your child’s year level teachers, who best know the children, with the formation of classes. The School does not take requests from parents for particular teachers.

If you feel that your child’s current information (medical, psychological or physical) requires updating for this process, I encourage you to send it through to me as soon as possible for inclusion in your child’s file and for our consideration.

As there will be one class each for Prep-Year 3, class formations are not required.

Farewell to Ms Neringa Smith, Junior School Psychologist

Ms Smith has been a wonderful addition to the Barbreck staff, offering expertise in the academic and pastoral care of our girls. This was especially evident during the period of lockdown due to COVID-19 where her expertise was highly sought after and when many of the girls benefitted from her care. Ms Smith worked with us for one day per week.

We thank her for the work she has done at Barbreck, the support she has provided many of the girls and for her collegiality and support of the staff. We wish her well.

This position will be filled for the New Year.

—

What is the Nationally Consistent Collect of Data (NCCD)?

‘Under the Disability Discrimination Act 1992  (DDA) and the Disability Standards for Education 2005  (the Standards), Australian students with disability must be able to access and participate in education on the same basis as their peers. To ensure this, students with disability may receive adjustments to access education, based on the professional judgement of teachers, in consultation with the student and/or their parents, guardians or carers.

The Nationally Consistent Collection of Data on School Students with Disability (NCCD) gives Australian schools, parents, guardians and carers, education authorities and the community information about the number of students with disability in schools and the adjustments they receive. The Australian Education Regulation 2013 requires all schools to report the data collected for the NCCD to the Australian Government on an annual basis.’ (From the NCCD website)

The categories of disability are:

• Cognitive
• Physical
• Sensory
• Emotional/social.

If a student has a disability in one or more of these areas, the teacher and the Learning Plus department staff, sometimes with the support of health professionals, determines the level of adjustment needed to assist each student to ‘access and participate in education on the same basis as their peers as stated above. The levels of adjustment are:

Quality Differentiated Teaching Practices (QDTP) adjustments

This adjustment is mostly implemented by classroom teachers, indicating that the strategies used are not greater than those used to meet the educational needs of diverse learners.

Supplementary adjustments

These adjustments are supplementary to those strategies and resources already available for all students in the school. This is usually in the form of specialist support and sometimes, Learning Plus support, depending on the support required.

Substantial adjustments

This level accommodates students with disability who have more substantial support needs. They are provided with essential adjustments and considerable adult assistance, usually requiring specialised education programs and/or individualised instruction.

Extensive adjustments

These adjustments are provided for students with very high support needs and include extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing.

At St Catherine’s, the NCCD list is determined in August of each year for the following year. Students identified as requiring QDTP adjustments will receive a Personalised Learning Plan (PLP) via email each term. Students identified with higher levels of adjustment will receive an Individualised Learning Plan (ILP) after a Parent Support Group meeting when teachers, health professionals (if applicable) and parents meet to discuss and develop the plan. Plans are usually created for the duration of a term and are reviewed at the end of each term.

More information about NCCD can be found on the following website: https://www.google.com/search?q=nccd&source=lmns&bih=578&biw=1263&hl=en&sa=X&ved=2ahUKEwjl6frH59DsAhVnyXMBHfmPBq8Q_AUoAHoECAEQAA

—

After the Bell