Curriculum Continuity

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Purpose of this policy

To ensure continuity of education for students with health support needs.

Policy

For students with health support needs, schools must:

  • ensure continuity and relevance of the education program
  • design curriculum that allows delivery and assessment for students who need to:
    • transition between hospital, home and school
    • attend school part-time or episodically
  • support the student’s connection to school, including developing and maintaining social networks.

Transition

The school in which the student is enrolled retains responsibility for the student’s curriculum when they are in hospital or recuperating at home.  Hospital based education staff may also assist the school in supporting the student.  This table describes how schools support students during transition between hospital, home and school. 

Item Schools should

Maintain connections

plan ways to maintain connections with peers and the classroom teacher using a range of communication methods.

Liaise with hospitals

liaise with hospital-based education staff and therapists to:

  • provide learning programs that maintain continuity of learning
  • determine learning strategies relevant that take into account any changes in the student’s physical, psychosocial and cognitive capabilities
  • acknowledge all learning outcomes achieved through the hospital-based experience.

Provide additional support

consider accessing additional support to ease transition between learning settings, such as the visiting teacher service or Student Support Services Officers.

See: Complex Medical Care within Related policies  

Plan re-entry strategies

plan re-entry strategies that address:

  • learning
  • support for social and emotional impacts.

Set realistic expectations

  • not expect assessment tasks to be completed immediately upon return to school.
  • not expect students to maintain the pace of curriculum participation
  • enable students to participate if and when they feel able.

Long term planning

This table describes how schools support students with long term special educational and other support needs.

Item Schools should

Communication

create an effective and sensitive information exchange system approved by the student and parents/guardians, that:

  • allows all relevant staff to understand and make allowances for the student
  • prevents the student from repeatedly explaining their circumstances.

Curriculum

  • provide students with course overviews
  • negotiate key assignments and timelines
  • liaise with therapists to ensure opportunities are used within required curriculum to support therapy outcomes.

Support

hold a student support group, develop an individual learning plan and set realistic educational goals

See: Handbook and Guidelines: for Student Support Groups.

Equipment

upgrade equipment to enhance curriculum access if required .

See: Facilities within Related policies  

Camps and excursions

plan ahead for camps, excursions and other special events to ensure the student is offered the same educational experiences as all other students, and does not miss out due to their condition or specialised health and personal care support needs.

Related policies

Other resources