Learning Advancement and Engagement Program(LAP)

 

Melrose High School is committed to the delivery of a high-quality curriculum for all students promoting excellence and equity in education and ensuring that students with a disability are able to access and participate in the Australian Curriculum on the same basis as their peers.

The Learning Achievement and engagement Program (LAP) consists of the Learning Support Centre (LSC) and the Learning Support Unit (LSU).  The Australian Curriculum is delivered to a Junior (7/8) class and a Senior (9/10) class for the core subjects of the school timetable. The smaller classes provide the opportunity for personalised learning building on students’ interests, strengths, goals and learning needs, while addressing the cognitive, physical and social needs of the students. The Inclusion Support Program (ISP) is integrated and students participate fully in the mainstream curriculum. Additional support may be provided in classes by a Learning Support Assistant.

Promoting Exclusivity

To promote a positive and inclusive environment for LAP students, several strategies are implemented:

  • Roll Group – ISP, LSU and LSC students are integrated into the current Roll Group system

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  • Electives – ISP, LSC and LSU students  participate in the mainstream electives program

  • Excursions –  Students given opportunities to participate in excursions, whether these are offered in subject areas or year groups

  • School activities – Students  participate in school activities such as Swimming, Cross Country and Athletics Carnivals, clubs, camps, school discos, Work Experience, Road Ready and Peer Support programs

  • School assemblies – Students participate in school assemblies, seated with their own Roll Groups and have opportunities to present activities at assembly

  • SRC- students are encouraged to nominate for a position on the Student Representative Council

Literacy and Numeracy Program

The Learning Support program also includes support across the school in meeting literacy and numeracy needs in both remediation and compensation.

Response to Intervention is the three tiered model used at Melrose High School to provide this support. Every student in the school is screened for their literacy and numeracy capabilities and to measure their growth. At a Universal level, all teachers use strategies that will improve learning outcomes for all students. This includes access to assistive technology such as Text Help Read and Write for Google. At the selected level, small-group intervention may be provided. Macqlit is the evidence based program used for literacy intervention. The program is delivered by specially trained staff in small groups. At the targeted level, specific targeted intervention for individual students who require intensive support may be delivered by qualified support teachers.

 
 

Flexible Learning Individual Pathway (FLIP) 

FLIP is an acronym meaning Flexible Learning Individual Pathway. In essence, FLIP is a transition to work program designed for students who have difficulty engaging in mainstream classes and who could be at risk of unsatisfactory achievement levels in year 10 for a variety of reasons. Students within this class complete the core subjects of maths, science, English and HaSS in accordance with negotiated individual/personalised learning plans. Students in this program are subject to pass/unsatisfactory criteria for all core subjects. They attend compulsory PE and two elective options, which are assessed against the Australian Curriculum.

 

FLIP explores the passion and future pathways of students and concentrates on skills required for their chosen interests, primarily with a view to operating successfully in the workplace. For example, a student might be interested in becoming a plumber and so all skills are focused on that vocation.

There is an expectation within FLIP that students work towards seeking out and participating in work experience (up to forty days per year) or a work internship (LTI) at least once per week.

 

Students are required to maintain a portfolio of evidence and assessment is through skills demonstration rather than of content knowledge. Students are assessed in a variety of ways dependent upon the negotiated pathway.