Differentiated assessment

Teachers need to employ differentiated instructional strategies to meet the varied needs of students, ensuring that each student's learning experiences are appropriately challenging and supportive. A range of assessment styles should be used throughout the semester Eg. tests, research projects and presentations, providing a range of entry & exit points to accommodate the varying needs of learners in the classroom; this should be evident in the marking schemas used for assessment tasks.

Individual Education Plans

Students with specific learning needs may require an Individual Education Plan to be developed to support them with learning and assessment. The plan identifies specific learning goals, assessment modifications or special provisions, whilst providing support strategies for teaching and learning. IEPs are developed progressively within the College in consultation with a range of stakeholders who bring expertise to the learning needs of students Eg. parent/s, guardian, teachers, aide or other external supports where appropriate.

Students with an IEP can be identified on Compass 

Special provisions

Special Provisions ensure that every student, regardless of their individual circumstances, has an equal opportunity to excel in their education. These provisions enable students who encounter distinct challenges to engage in assessments and examinations with the support and accommodations essential for their success. Our commitment to fostering an inclusive learning environment underscores our dedication to ensuring that every student has the chance to thrive in their educational journey.

Schools are only responsible for determining eligibility and the nature of the provisions granted for school-based assessments in Yrs 7-10 and Unit 1 & 2 studies. Students undertaking Unit 3 & 4 studies must be assessed for eligibility through VCAA - the Yr 12 TTL can assist with providing information on submitting an application. To view the full details-  VCAA VCE Special provisions 

Students may be eligible for special provisions if:

• they have an IEP for an undiagnosed learning disability

• were a late enrolment or have high absenteeism (Yrs 7-10 only)

• have an acute or chronic illness (physical or psychological)

• have factors relating to their personal circumstance

• have an impairment or disability, including learning disorders (including PSD students)

Students that require a modified CAT or examination will have the modified assessment task denoted on their semester report.

PSD student assessment

Inclusive education ensures that all students regardless of their abilities are provided with the necessary support to participate in assessments that demonstrate their full potential. The assessment of students with a disability needs to be continuous and holistic, focusing on understanding each student's unique strengths and areas for growth.

PSD students requiring modified assessment will engage in various formative and summative assessments that align with the Victorian curriculum, whilst catering to their individual goals and needs. Program support groups will help develop individual student profiles containing learning goals relating to literacy, numeracy and/or areas of specific need for individual students. Progress made toward achieving  learning goals will be assessed and reported by the program support group.