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 provide support for a student with behaviour or attendance related issues.
Schools must provide support for students at risk of attendance or behaviour related issues.
This table describes the key elements of student support groups.
To develop an understanding of the student and to:
- collect data that will inform decision-making
- identify the student’s requirements:
- learning, social, emotional, behavioural and environmental
- for support or resources
- involve key staff
- develop and ensure support for an Individual Learning Plan
- support referrals to community agencies for specialist intervention.
Meetings of student support groups must involve the:
- parents/carers or any adult with whom the student regularly resides
- student (when appropriate)
- school principal (or delegate)
- student’s main classroom teacher, form/home-room teacher or year level coordinator
- professionals who have been supporting the student or their family including students in out-of-home care. These professionals may include the student welfare coordinator, psychologist, youth worker, Department of Human Services case manager.
Partnering Agreement for Students in Out-of-Home Care
Role of parent/carer advocate
Parents/guardians may arrange for the attendance of an advocate for support, provided the advocate is not acting for a fee or reward. The role of the advocate is to:
- provide emotional and moral support
- act as a witness to the process
- attend only as an observer
- refrain from directing the process or answering questions on behalf of the student or their parents/guardians unless there is a language or communication barrier.