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
There is a range of prevention and intervention strategies that schools can put in place to promote and maintain student engagement in the mainstream school setting where possible.
Strategies are outlined in depth in the Student Engagement Policy Guidelines and include:
- whole-school approaches to promoting engagement, health and wellbeing, such as Positive Behaviour Support
- delivery of a broad range of subjects and options for completing a senior secondary qualification, including vocational education and training in schools (VETiS), VCE and VCAL
- in-class teaching strategies that aim to build on individual strengths and interests, such as through project-based learning
- tutoring or homework clubs targeted to students who need extra support with their learning
- accessing specialist support for individual students with identified behavioural, health, or social issues, via Student Support Services or external community services where appropriate
- development of individual education plans (IEPs) which identify specific learning needs and goals of individual students
- school-based engagement programs complementing classroom provision, where students attend a tailored program (often with a small-group and applied learning focus) outside the classroom for part of their school week.
Schools may need to use a combination of strategies or targeted approaches for students facing multiple issues. If school-based strategies have not been successful, a re-engagement program may be an appropriate option.
Referrals to Child FIRST
A referral to Child FIRST is the best way of connecting children, young people and their families to the services they need. School staff should make a referral to Child FIRST where school staff have concerns about a child’s wellbeing but do not believe the child is in need of protection. For contact details, see: Child and family information, referral and support teams