Where a greater level of support is needed, the decision may be made to place a student on enrichment. This would reflect on the student’s report with the word ‘enrichment’ appearing next to the subject heading to which it applies. Of course, each student is treated according to his or her individual needs but as a general rule of thumb, a student who is placed on enrichment due to significant literacy difficulties will be placed on enrichment for all core subjects that require a high level of literacy competency. This includes English, Humanities and Social Sciences, Science and Religious Education. Mathematics is treated separately, with most students being catered for through the streaming process that occurs from Years Eight through Ten. Students who require further support, outside of this, are placed on enrichment separately for Mathematics.
Once a student is placed on enrichment, the classroom teacher then has the ability to adjust class work and/or assessments to whatever degree the student requires in order to succeed. This will look different for different students. Enrichment at Kolbe is not a ‘one size fits all’ approach. For some students, minor adjustments to the mainstream task may be all that is required, while for others, a completely different assessment, task or even teaching and learning program may be needed. Teachers will use their professional judgment to deem the lowest level of adjustment needed to allow the student to begin to experience some success and build confidence, which inevitably feeds further success. For some students, further support may be offered by way of an Education Assistant being provided to work with the student in certain classes.
At the highest level of need, students may be withdrawn from mainstream classes for core subjects and catered for with a highly individualised cross-curricular teaching and learning program that addresses their particular needs.