Every Student Every School
Learning and Support
Every Student, Every School is a framework for learning and support in all NSW public schools to support students with additional learning and support needs, wherever they enrol, and the teachers who work with them daily.
It is the prime responsibility every school and every teacher for meeting the specific learning needs of students with difficulties in basic areas of learning lies with the school and the classroom teacher.
It is everyone’s responsibility to contribute to learning and support to enable the delivery of quality learning experiences for each student by maximising the teacher’s capability.
The learning and support framework is made up of 5 elements. These are:
- Teaching and learning
- Teacher quality
Students with additional learning and support needs are enrolled in every school and are being taught in every classroom. Under the Commonwealth Disability Standards for Education 2005, all education providers are required to make sure that every student with disability is able to access and participate in education on the same basis as students without disability.
Assistant Principal Learning and Support Role Statement- The APL&S will support schools to provide timely assistance to students with additional learning and support needs and their teachers. Role statement attached below.
Learning and Support Teacher Role Statement – The L&ST will, through the school’s learning and support team, provide direct and timely assistance to students in regular classes with additional learning and support needs and their teachers. Role statement attached below.
Frequently Asked Questions- ESES provides a structure, or framework, for improving and enhancing learning and support in our schools. Attached below is the FAQs sheet. Disability Standards for Education 2005 -Information For Classroom teachers. The DDA classroom teacher information sheet is attached below.
Assistant Principal Learning and Support outline of duties
This information sheet disseminates the Disability Discrimination Act information that is pertinent for teachers in their classrooms.
Questions and answers for schools.
NDIS – National Disability Insurance Scheme
The National Disability Insurance Scheme (NDIS) is the new way of providing individualised support for people with disability, their families and carers. The NDIS is the insurance that gives us all peace of mind. Disability could affect anyone and having the right support makes a big difference.
The NDIS provides eligible people a flexible, whole-of-life approach to the support needed to pursue their goals and aspirations and participate in daily life.
NCCD- National Consistent Collection of Data
The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual count of the number of students with disability receiving educational adjustments to allow them to participate in education on the same basis as students without disability.
The Data Collection Model uses a broad definition of disability, as defined by the Disability Discrimination Act 1992, which includes a range of health and learning conditions for which schools are required to provide reasonable adjustments to support students. The collection is not limited to students with diagnosed disabilities or students who receive targeted supplementary funding.
The purpose of the Mathematics K–6 Support Document for Students with Special Education Needs is to provide additional programming support and teaching strategies that reflect current research, to teachers of students who are experiencing difficulties in acquiring knowledge, skills and understanding in Mathematics. The document supports teachers in the planning, programming, assessment and implementation of learning experiences that will enable all students to demonstrate achievement in relation to the outcomes and content of the Mathematics K–10 Syllabus.
Assessment, planning, programming, implementation and evaluation are integral to effective teaching and learning in Mathematics and involve consideration of the individual learning needs of students and the creation of an appropriate learning environment for the achievement of the syllabus outcomes
NSW syllabuses for the Australian Curriculum: Implementation support
The Board of Studies, Teaching and Educational Standards NSW (BOSTES)
BOSTES was created by the NSW government in 2014 to sustain and improve the already high standards of achievement in NSW schools.
BOSTES brings together the curriculum, teaching, assessment, registration and policy functions previously provided by the Board of Studies NSW, and the NSW Institute of Teachers.
Program Builder – NSW Syllabus
Program Builder has been developed by the Board of Studies, Teaching and Educational Standards NSW to assist primary and secondary teachers to implement the new K-10 NSW English, Mathematics, Science and History syllabuses for the Australian Curriculum.
Program Builder selects outcomes and content, creates scope and sequence, focuses on programming not formatting, provides ready-to-use templates and has a range of sample units.
PLASST-Personalised Learning And Support Signposting Tool (PLASST)
The PLASST is a web based tool developed by the NSW Department of Education (the Department) to assist teachers and learning and support teams in profiling the educational needs of students who may benefit from personalised learning and support.
The PLASST (the tool) comprises 4 major elements:
- A set of questions developed by the Department and education experts to capture student educational needs.
- A statistical model which provides a scientific basis for valid and reliable reporting. The model sits behind the question set and is used to statistically link indicators to various domains and to compare responses within domains.
- The Student profile report, which provides a needs and strengths based view of your student to inform personalised learning and support
- This website; which collects question responses, feeds them through the statistical model, and generates the profile reports.
The tool can be used to understand the educational needs of a student in the context of their relative areas of strength and areas where additional support is required. The final report produced for a student can be used in consultation with parents and carers in personalising learning and support for students.
How to access?
Each staff member has access to the PLASST through their ERN site at their school.
Designed by NSW Department of Education- Implementing the new curriculum.
Our collective long-term goal is for every student in every school to experience a sense of success, growth, achievement, well-being and belonging; every student, in every school. Based on the Melbourne Declaration on educational Goals for young Australians.
Why differentiate learning?
The goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians provide a clear sense of purpose for all Australian schools. They set the direction for schooling for the next 10 years and outline what we intend to achieve and why it is important for our students.
This online course is designed for individual teachers or school groups exploring
- What is differentiation and why is it important?
- What does differentiation look like in practice?
- How do we differentiate learning?
- How does the use of data inform differentiation?
- What are the key features of differentiated teaching and learning?
Participants will demonstrate their understanding of key principles and concepts underpinning differentiated learning by creating a new, or modifying an existing, unit of learning.
Classroom teachers will identify individual learning characteristics that need to be considered when differentiating for all students. This is a BOSTES registered course.
Rural and Remote Education- Network Specialist Centres
Effective partnerships and connections
Specialist centres coordinate and provide rural and remote schools with access to the expertise and assistance they require from allied health services.
Online Training Australia (OLT)
Online training for Special Education needs.
Blended online learning courses for teachers and schools
Visit the homepage at www.oltaustralia.net to view introductory information and watch video clips about the courses and their use in Department of Education schools. Courses are accessed by joining a cohort led by a trained tutor in your local area.
Courses available through the Department
- Understanding Personalised Learning and Support
- Understanding Autism Spectrum Disorders
- Understanding and Managing Behaviour
- Understanding Motor Co-ordination Difficulties
- Inclusion for Learners with Speech, Language and Communication Needs
- Understanding Dyslexia and Significant Difficulties in Reading
- Understanding Hearing Loss
Each course has four sections
- Understanding or Introduction
- Assessment for learning
- Interventions or Planning and Programming
- Case studies or Classroom Practice
* Animations *Self assessment exercises * Online quizzes * Video clips * Online forums
* Printable practical resources * Links to related websites *Further readings/ research
The courses include Australian case studies and other video content featuring students, families and educational personnel in a range of school settings.
Blended Online Learning provides a flexible approach to course delivery. Participants study the course online at their own pace and attend at least 3 tutor led sessions supported by a trained tutor. Professional knowledge and experience is shared between participants and their tutor.
To find available courses
Courses can be found by searching MyPL@edu using the phrase ‘Online Training Australia’, by browsing recent Schoolbiz editions or by contacting local educational services teams.
The courses carry a Certificate of Online Completion and are registered with the Board of Studies , Teaching and Educational Standards (BOSTES) against the Australian Professional Standards for Teachers.