Learning Support

Pre Lit is a systematic skills-based early literacy preparation program for our Kindergarten students. Pre-literacy skills and concepts are presented in an explicit, systematic and hierarchical sequence to provide the framework necessary for children to progress at their own pace and developmental level.  Kindergarten students begin developing the necessary skills to become skilled readers; phonics, phonological awareness, vocabulary, comprehension and fluency.

Mini Lit is an early intervention reading program which assists our Year 1 and 2 students who find reading difficult. Students are catered for within a small group as they attend four sessions per week. Mini Lit incorporates the key elements of early reading programs; phonemic awareness, phonics, vocabulary, fluency and comprehension. Within their sessions, students engage in ‘Sounds and Words Activities’, text readers as students utilise their newly acquired phonological skills and shared book reading session.

This program caters for students from Years 3 to 6 who read below the PM Benchmark for their grade. MULTI LIT is an intensive, systematic reading program whereby students focus on sight word knowledge, phonemic awareness and supported reading. Students receive three sessions per week, at forty minutes per session.

This program caters for students from Years 1 to 6.  LIEN and LIN Team Teaching is an intensive, inclusive Numeracy program whereby students focus on developing sound knowledge and strategies in four domains; counting, place value, addition and subtraction, and multiplication and division. It entails one forty minute session each week for appropriate classes.

An Individual Plan (IP) is both a process and a product. It is a teaching tool used to deliver appropriate programs and strategies for those students with specific learning needs.  It is a commitment of services and resources the school and the parents agree to provide for students.

Behaviour Support is offered to those students who require extra support and to learn appropriate behaviour. These students must be referred by mainstream teachers. Their level of support is dependent on the needs they present. This may include personalised behaviour charts, Individual Behaviour Management Plans, behaviour contracts, social skill programs, social stories and anger management programs.