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notre dame | Wellbeing

Inclusive Practices

Inclusion and Support for Students at Emmanuel

At Emmanuel College, the support of students is a shared priority, led by the Deputy Principal – Inclusive Practices. This leadership role ensures that students who require additional assistance with their learning receive tailored and coordinated support.

The Inclusion Team consists of an Inclusion Leader at each year level to support the needs of students in that Year level. The Inclusion Leader works closely with students and their families, acting as the key point of contact and advocating for each learner’s needs. Where necessary, the Inclusion Leader oversees the creation and ongoing management of a Personalised Learning Plan, ensuring it remains responsive and relevant, while also coordinating additional supports and resources as required.

The Inclusion Team is strengthened by a team of dedicated Learning Support Officers (LSOs) who work alongside teachers in various subject areas. Their role within the classroom is to assist with learning activities, provide guidance, and help students build both skills and confidence. This in-class presence ensures that learning adjustments can be made in real time, creating an inclusive environment that values and accommodates diverse learning needs.

To further enhance student wellbeing and engagement, the College offers access to counselling services, with appointments and assessments able to be organised as needed. These services provide emotional and psychological support, helping students navigate challenges and thrive in both their academic and personal lives. In addition, the Learning Hub serves as a welcoming space for students to seek help with their studies, work on assignments, or engage in learning activities in a supportive environment. The combination of professional expertise, targeted assistance, and dedicated spaces ensures that every Emmanuel College student is given the opportunity to flourish.

Literacy and Numeracy Intervention programs operate from Year 7-9. This is by invitation only. Students in Year 7 will be identified through the Academic Assessment Services data and information gathered from the primary school. For Year 8 and 9 students, their results will be determined by data from their Year 7 NAPLAN and PAT-R testing, conducted in Years 7 and 8. The Language and Numeracy Intervention programs aim to support students who have been identified as having a significant need in the development of their literacy and numeracy skills and knowledge. This program is not designed to supplement the regular curriculum, but instead to support students who find the pace, tasks, or concepts in their regular classes challenging.

Students who are identified, after a Language Interview is conducted, as requiring English as an Additional Language (EAL) will be placed in the Victorian  F-10 English as an Additional Language (EAL) curriculum. This is designed to support the learning and language development of students for whom English is not their home language. This includes students whose language background is not English, or where English is not the primary language spoken at home. Students who qualify for EAL are identified by the College or at enrolment from the Primary School. Emmanuel College is committed to supporting EAL students’ language progression and participation in all learning opportunities by assessing the three Modes:

  • Speaking and Listening
  • Reading and Viewing
  • Writing

EAL students will receive an EAL report in place of their English report.

As an EAL learner becomes proficient in all three modes of English, they will be transitioned from the EAL Curriculum to the Victorian F-10 English curriculum. This will be done in consultation with the student’s English teacher, EAL Coordinator, the student, and parents. Students will receive a Socio-Linguistic Profile to guide the support they can receive in their language development.

Melbourne Archdiocese Catholic Schools (MACS) allocates target program funding to schools with enrolled students who identify as Aboriginal and/or Torres Strait Islander. The funding is provided to support wellbeing and educational outcomes for students.

st paul | Wellbeing

Inclusive Practices

Inclusion and Support for Students at Emmanuel

At Emmanuel College, the support of students is a shared priority, led by the Deputy Principal – Inclusive Practices. This leadership role ensures that students who require additional assistance with their learning receive tailored and coordinated support.

The Inclusion Team consists of an Inclusion Leader at each year level to support the needs of students in that Year level. The Inclusion Leader works closely with students and their families, acting as the key point of contact and advocating for each learner’s needs. Where necessary, the Inclusion Leader oversees the creation and ongoing management of a Personalised Learning Plan, ensuring it remains responsive and relevant, while also coordinating additional supports and resources as required.

The Inclusion Team is strengthened by a team of dedicated Learning Support Officers (LSOs) who work alongside teachers in various subject areas. Their role within the classroom is to assist with learning activities, provide guidance, and help students build both skills and confidence. This in-class presence ensures that learning adjustments can be made in real time, creating an inclusive environment that values and accommodates diverse learning needs.

To further enhance student wellbeing and engagement, the College offers access to counselling services, with appointments and assessments able to be organised as needed. These services provide emotional and psychological support, helping students navigate challenges and thrive in both their academic and personal lives. In addition, the Learning Hub serves as a welcoming space for students to seek help with their studies, work on assignments, or engage in learning activities in a supportive environment. The combination of professional expertise, targeted assistance, and dedicated spaces ensures that every Emmanuel College student is given the opportunity to flourish.

Literacy and Numeracy Intervention programs operate from Year 7-9. This is by invitation only. Students in Year 7 will be identified through the Academic Assessment Services data and information gathered from the primary school. For Year 8 and 9 students, their results will be determined by data from their Year 7 NAPLAN and PAT-R testing, conducted in Years 7 and 8. The Language and Numeracy Intervention programs aim to support students who have been identified as having a significant need in the development of their literacy and numeracy skills and knowledge. This program is not designed to supplement the regular curriculum, but instead to support students who find the pace, tasks, or concepts in their regular classes challenging.

Students who are identified, after a Language Interview is conducted, as requiring English as an Additional Language (EAL) will be placed in the Victorian  F-10 English as an Additional Language (EAL) curriculum. This is designed to support the learning and language development of students for whom English is not their home language. This includes students whose language background is not English, or where English is not the primary language spoken at home. Students who qualify for EAL are identified by the College or at enrolment from the Primary School. Emmanuel College is committed to supporting EAL students’ language progression and participation in all learning opportunities by assessing the three Modes:

  • Speaking and Listening
  • Reading and Viewing
  • Writing

EAL students will receive an EAL report in place of their English report.

As an EAL learner becomes proficient in all three modes of English, they will be transitioned from the EAL Curriculum to the Victorian F-10 English curriculum. This will be done in consultation with the student’s English teacher, EAL Coordinator, the student, and parents. Students will receive a Socio-Linguistic Profile to guide the support they can receive in their language development.

Melbourne Archdiocese Catholic Schools (MACS) allocates target program funding to schools with enrolled students who identify as Aboriginal and/or Torres Strait Islander. The funding is provided to support wellbeing and educational outcomes for students.