About REAL

Learn more about the history of REAL and the school approach to delivering an exciting, engaging and future-focused school.

REAL is made up of 4 pillars. Each pillar has up to four non-negotiables that staff use to guide practice and development. The Pillars are aligned to the Victorian Teaching and Learning Model (VTLM 2.0). Most importantly, they have been developed in consultation during staff meetings, communities of practice, research, and school visits between 2018 and beyond. 

The purpose of REAL, is to provide a clear, agreed, whole school set of non-negotiables in alignment with the evidence base. The School Improvement Team, Leadership, Integrated Service Team, PLCs and staff refer to the REAL for the purpose of developing practice and improving student outcomes.

REAL beginnings

At the beginning of the 2015 strategic period leaders engaged in a coaching program to analyse leadership and the future direction of Yarrabah School. One of the key learnings was the importance of school-wide shared understandings to improve outcomes for students with disabilities.

The team reviewed its existing Teaching and Learning framework. The analysis identified the existing framework was not relevant, had been written in isolation and was unknown by the majority of staff.

It was agreed that a new relevant framework be developed. A framework that encompassed the old with the new, one that was supported by research and provided everyone with a focus for development at Yarrabah School. 

Yarrabah Purpose

To provide a nurturing, educational environment that maximises each student’s potential.

Yarrabah Mission

To provide an individualised and safe student-centred learning environment that promotes active learning and encourages adventure, independence and self-esteem maximising student potential.

The school provides all students access to curriculum and support services in preparation for life after school as a valued member of the community. 

School Philosophy: REAL 2.0 Framework

At Yarrabah School, our REAL philosophy — encompassing Relationships, Teaching Elements, Student Ability, and Learning Elements — guides our commitment to fostering an inclusive, trauma-informed community where every student thrives. 

• Relationships are grounded in high expectations, consistent routines, and respect, creating a welcoming, supportive environment through consistent communication and effective strategies, ensuring trust and connection among students, staff, and families.

• Teaching Elements include meticulous planning, enabling engaging learning environments, explicit teaching, and supported application, delivering responsive, inclusive instruction aligned with the Victorian Curriculum.

• Student Ability reflects our dedication to unlocking each child’s potential through intentional observations and assessments, personalised student plans, detailed profiles and reports, and timely referrals and services, all within a trauma-informed, inclusive framework.

• Learning Elements nurture cognitive and emotional growth by fostering attention, focus, and regulation; building knowledge and memory; strengthening retention and recall; and promoting mastery and application, empowering students as confident, lifelong learners.

School Curriculum

The school organises its curriculum into key learning areas within each section. Yarrabah has a strategy for effective classroom curriculum delivery. 'REAL' Learning emphasises step-by-step teaching of skills in each subject area – but especially in the core areas of English, Mathematics, Science, Health and Physical Education, Communication (language), Social and Personal Capabilities (life and relationship skills), Humanities, Technologies, Critical and Creative Thinking and the Arts. 

Yarrabah Curriclum Map

The Yarrabah School Curriculum Map outlines a high level, teaching and learning program from EEP (VELDF) through to Upper Secondary. It identifies all sections within the school and the periods of time allocated to programs and subjects within specific key learning areas. In particular, the Curriculum Map identifies potential changes from year one and year two.

Curriculum Documentation

Yarrabah School provides a detailed analysis of the subjects and programs that are considered core or optional (electives) throughout the sections of the school. 

REAL v1

R1. All staff and students adhere to Yarrabah Values and School Rules (HIWS 3)

R2. Staff maintain a welcoming and supportive trauma informed focus for all members of the school community.

R3. Teamwork builds positive learning partnerships (HIWS 2)

R4. Positive and consistent communication between students, staff and families is essential (HIWS 1)

R5. Staff value community engagement as an essential component of building a positive school community

R6. Staff model and teach respectful relationships between students, staff and families

E1. Students understand their role and the teacher's responsibility during scaffolded instruction ‘Warm Up, I Do, We Do, You Do and Plough Back’. 

E2. Staff adhere to five common components of explicit instruction 

E3. Guided practice requires high-frequency student responses to check for understanding and facilitate teaching to automaticity.

E4. Explicit Teaching at Yarrabah incorporates positive and engaging classroom management strategies.

A1. Individual Student Plans and Profiles are written and revised each year

A2. Integrated Services prioritise student wellbeing and access to the curriculum

A3. Play, Communication, Life, Travel and Work skills are assessed using checklists

A4. Assessment data is collected on schedule to review student learning outcomes

A5. Staff use the Abilities Based Learning and Education Support (ABLES) for IEP and curriculum goal

A6. 

L1. The Victorian Curriculum and Foundation Levels A-D are used to develop life-long learning opportunities. VELDF is referred to in the Early Education Program

L2. Yarrabah's 'My Individual Pathway Plan' supports students to develop independence for life after school

L3. Common learning resources are used to deliver curriculum content throughout the school in each section

L4. Yarrabah's Personal, Social and Emotional Learning programs are used to teach personal and social capabilities

L5. All students will have a communication system that enables them to interact and communicate

L6. Yarrabah's professional learning, performance and development culture ensures staff remain a forward-thinking school